The aim of this study was to examine how teachers in the Step by Step and traditional kindergartens assess their child-centred activities. 308 teachers participated in the study and a questionnaire was used. The results of the study showed that teachers in the Step by Step programme used a child-centred approach more in their work than teachers in traditional groups. Assessments of the Step by Step teachers concerning the use of teaching strategies and creating a learning environment were statistically significantly higher than the results of traditional kindergarten teachers. Teachers in the Step by Step programme involved parents in children's group activities more; they also supported children's independence and choices. The findings of the study have educational implications on teacher training, implementation of the curriculum, and supporting teachers' professional development. (Contains 4 tables.)