This thesis explores the introduction of physics into preschool education, with a focus on the frequency and methods of conducting physics experiments in early and preschool-aged children's kindergartens. Physics, as a fundamental natural science, allows children to develop cognitive, social, and emotional skills through play and experiments. The aim of this study was to examine how often preschool teachers conduct physics-related activities, which literature they use in preparation, and to identify the challenges they face in organizing these activities. The research conducted with 150 preschool teachers in the Republic of Croatia revealed that simpler experiments in the areas of heat and magnetism are most commonly represented, while more complex experiments are less frequently conducted in kindergartens. Additionally, teachers with higher levels of education tend to conduct experiments more often, and they primarily rely on online resources for preparation. The main conclusions point to the need for further education of preschool teachers and improved resource availability to increase the frequency and variety of physics experiments, thereby ensuring a higher quality approach to teaching physics in preschool education.