The center of Montessori pedagogy is a child perceived as unique individual gifted with lots of potential. In child upbringing Montessori finds education of the senses the highest pedagogical interest. Accordingly, she developed special materials for educating altogether five senses: visual sense, stereognostic sense, tactile sense, auditory sense and olfactory and gustatory sense. Purpose of this paper is to present importance of the senses and their education, having in mind determinants that Maria Montessori described in her perception of child and his development. Through analysis of available literature and the analysis of empirical research, education of the senses has been considered. The analysis of empirical research first showed ways of educating the senses in Montessori kindergarten Cekin in Slavonski Brod. Closely related to ways of educating the senses analysis showed the role of educator as the one who helps children to learn from existing materials. Implementing the role of educator indirectly in theoretical part of this paper, the same thing was done in the empirical part of this paper. Considering that, in the light of sensorial education, educator attitudes were questioned, like those related to toys and modern technology. All three questioned educators minimized the use of toys and never or rarely use modern technology in Montessori kindergarten Cekin. In the end analysis showed positive effect of sensorial education on child’s future development and development of his creativity.