The goal of the research in this paper was to examine the extent to which the heritage activities are represented in the kindergartens in Zadar Country; how those activities are designed; whether heritage projects are implemented; what the topics of those projects are; as well as to examine the opinions and attitudes represented by educators when it comes to the extent of heritage content in the annual curriculum of the kindergartens. The ultimate goal of the research was to further study the relevant issue which, following the analysis of the official documentation, was to identify the existing examples of good practices over extended period of time and to improve the kindergarten curriculum by including the heritage content into the education throughout the year. In order to analyze the issue that has been identified, a measuring instrument (survey) was created, which examined the aforementioned areas of interest. The study included a sample of 64 educators employed in the public institutions of an early and pre-school education in the Zadar Country. After examining the results of the analysis, it could be concluded that the topic of heritage is extremely important to educators, but is still not sufficiently represented in the annual curriculum of the kindergartens. Information about the heritage projects that the educators have already implemented have indicated that children have been introduced to traditional values and cultural heritage in a creative and developmentally appropriate way, which resulted in developing their knowledge about preservation of cultural heritage, creativity and competences. The heritage activities have been designed in an integrated way, but are currently not represented sufficiently or regularly, and the educators need to be further empowered and educated to carry out heritage content in the educational system.