Continuous professional development of a preschool educator and also positive, effective and dynamic culture are all preconditions of good quality changes in working enviroment. Although importance of professional development and improvement of quality of culture of preschool institutions is non-negotiable for qualitative changes in practice, there is unsufficient knowledge about how preschool teachers by themselves conceptualize, understand and try to support their professional development, which practices they support, which factors affect their beliefs and how they contribute developing culture of institution. The goal of this paper is to review scientific papers with subject of professional development and culture of preschool institutions in context of encouraging positive changes in working enviroment and contribution to quality of preschool institutions culture in bases of WOS and Scopus from year 2017. to 2022. Substantive and methodological features of studies which entered final analises (N=13) are being considered. Research included scope of early and preeschool upbringing and education, professional development and professionalism of preschool educators, beliefs of preschool educators, the culture of institution and leadership. Based on the review, the need to empower preschool educators in continuous professional development and leadership in upbringing-educational institutions in direction of providing conditions needed to encourage positive culture of kindergarten, learning environment and development, should be pointed out. The lack of research on beliefs of preschool educators about professional development and culture of institution in area of early and preschool upbringing and education is evident. Because of that, intensifying their implementation is necessary. Understanding preschool educator's beliefs in workplace in upbringing-educational and other questions related with their work can be of help in modernization of their initial education and professsional development during work.