This paper deals with different learning strategies that are crucial for the optimal development of preschool children. Learning is the process of acquiring knowledge, skills, values or attitudes through experience, study or practice. It is a complex process involving different aspects, including cognitive, emotional and social components. Learning is key to human development, and plays an important role in an individual's social, emotional and intellectual progress. Each child has his own unique learning style, which can be related to various factors such as personality, previous experience, and environment. It is important to recognize each child's learning style in order to adapt activities that will help them achieve the best results. Also, a combination of different styles can be useful, as most children use more than one style depending on the situation. Learning can become much more efficient when individual preferences and needs of the child are consider. Preschool children's learning strategies are key to encouraging their development and abilities. In the preschool stage of development, learning is often connected with play, experience and interaction, and some of the learning strategies are cognitive, metacognitive, mnemonics and learning through play. The aim of this work was to examine the relationship between the use of learning strategies in preschool children through research conducted in the Svetvinčenat kindergarten, in which 4 educators participated. Through the analysis of interviews, results emerged indicating that educators are on average more inclined to use cognitive learning strategies, and less inclined to use meta-cognitive strategies in their work with children. This paper contributes to a better understanding of effective learning strategies for preschool children and offers guidelines for further research and application in practice. Through such efforts, we can ensure that every child receives the best possible conditions for growth and development in the key years of their lives