The aim of the paper is to introduce some of the thoughts of an American psychologist Carl R. Rogers, known especially for his non-directive approach in psychotherapy. Rogers' thoughts influenced not only treatment but also the area of pedagogy, where he promotes natural and peaceful education, authenticity and self-fulfilment. In his work, he addressed the issues relating to the development of freedom of learning through various approaches and strategies.
The contemporary preschool education is undergoing a transformation process, whose objective is to establish approaches to a child as an active subject, who is developed with respect to own potentialities, needs and interests, in a supportive environment with an atmosphere of freedom.
The paper deals with educator approaches verified by research as the most effective methods of learning facilitation, and with strategies according to Rogers. The paper describes approaches that can be well implemented into the work of preschool educators and can enrich the repertoire of their facilitation approaches, which encourage appropriate children's activities, learning, thinking, self-understanding and understanding the surrounding environment.