Implicit pedagogy is one's private theory comprised of personal views, beliefs and values that we hold, norms that we abide by, and traits that we possess. Preschool teacher's implicit pedagogy is related to their subjective educational theory, which consists of their perception of a child and their character, needs and potentials, factors of development, goals of education and educational practice.Implicit pedagogies of preschool teachers are reflected in every segment of their educational practice and are a precondition for functioning of the entire context of preschool institution. Context of preschool institution influences the education and the quality of children's experiences, living, learning, socializing and personality depends on the quality of the environment. A child learns by interacting with their physical environment and sociocultural surroundings. The contemporary role of a preschool teacher is consistent with constructivistic educational concept, according to which the subject of the educational process is the child. A preschool teacher does not pass knowledge on to the child, on the contrary, the child learns on their own initiative based on their experiences. Likewise, adults also learn most efficiently when they assume the active role in the process of learning. According to the experiential learning theory, experience is the key to learning. People learn in the context of the world they live in, and learning is a constantly ongoing process present in all aspects of our lives, while self-initiative leads to learning if it is accompanied by reflective practice. Reflective practice is a means for preschool teacher's improvement, professional development, and change of their own implicit pedagogy. Through the reflective practice, knowledge is created in educational situations and constantly reapplied to work, which improves the practice and develops new realizations. Action research is the combined research of experts and practitioners with the goal of improving the educational practice, creating conditions and the environment for quality growth and development of children. Those types of research are creating transformative level of knowledge which has the strength to change the educational practice.