Although the founding of the pre-school education institutions took place with more then 200 years ago, the paper refers to a period of 50 years, from the moment it was published the 1961's curricula. Certain enlightened scholar's valuable initiatives of the period led to the founding of schools for little children, of the “gardens for children” – the first forms of social and educational protection for children – the kindergartens – the first step to the next level which is school.A whole set of laws point to the perenniality of the concerns regarding the organisation of pre-school education, the continuing of tradition of the pedagogical systems. The period after 1989 is a window to the future. This fact can be noticed by the changes made in the school curricula, which has evolved gradually, reaching a higher level, coresponding with the society's needs.Aesthetical education had a spectacular evolution,we are able to say that by making a comparison between the studied curricula. From an austere, assertive curricula, which imposed immobile, certain subjects, in time we had a very permissive one, in which we have professional terms and which allows the options to be taken by the children and the teacher. The accent is more and more on creativity, on stimulating children creativity, on improving pre-school children talent from this early age. The relation between this branch of aesthetical education with other disciplines from the school field in order to create together an ensemble, needed in developing children personality is also important.The paper was made in the project “Investing in people!”, PhD Scholarship, Project co/financed by the European Social Fund, sectorial operational programme human resources development 2007/2013, Babes-Bolyai University, Cluj-Napoca, Romania.