The lifestyle of pre-school teachers and their assistents as an element of subjective theories Background:In the light of the subjective theories of pre-school teachers and their assistants, the authors highlight the problem of children spending quality time in kindergartens and the associated acceptance of a lifestyle by pre-schoolchildren. By identifying differences in opinions, attitudes and habits in the pre-school teachers and their assistants on some factors, such as what constitutes quality time, the authors conclude that pre-school teachers need to have a greater influence on the orientation of the playgroup and stricter criteria in the evaluation of the current situation than the pre-school teachers' assistants. Methods: The sample was composed of 810 pre-school teachers and assistants from the whole territory of Slovenia. The data was collected within the scope of a more extensive research project entitled »Professional training for education practitioners to implement elements of the special pedagogical principles of the Reggio Emilia concept in the field of pre-school education« and were analysed using the SPSS program, version 16. Results: The analysis of the results showed differences between pre-school teachers and their assistants in the evaluation of the amount and quality of sports equipment and in their attitudes to physical/sporting activities, in favour of pre-school teachers, who are also more physically active and indulge more in physical/sporting activities in playgroups than their assistants. Conclusions: The results of the research focus the authors on the transformation of subjective theories, which have their basis in the entire educational process. Therefore, they propose that preventive physical/sporting activity programs be incorporated in the existing education programs for future pre-school teachers and teacher's assistants. Furthermore, they propose that the offer of continuing education seminars be expanded and that playgroups broaden their sports and recreation programs for parents, children and staff. The authors also suggest that playgroups offer sports and recreation for parents, children and staff. This integrated approach would help transform the subjective theories, which in turn influence the orientation of pre-school teachers and their assistants in the physical activity of children. PUBLICATION ABSTRACT