The aim of the research presented in this paper is to examine the factors, including pedagogical ones, that influence the development of self-control in preschool children. Numerous studies emphasise the importance of discipline in the development of self-control. The methodological part of this paper represents a qualitative research study conducted within a single educational facility in Montenegro (Podgorica) which, apart from systematic observation, included interviews with teachers in a focus group (41 examinees). ATLAS.ti software was used to analyse and prepare the research data. The results of this study suggest not only the possible existence of an isolationist culture of preschools in Montenegro, but also insufficient awareness of teachers' practice. The nature of teacher-child interaction is considered in the context of an educational institution, characterised by predominantly linear communication, as well as the group tasks that dominate the working day. Studies of this type have not been conducted in Montenegro so far. The results provide significant material for further research and practice, such as the promotion of positive communication and successful teacher-child interaction in terms of the positive development of self-control in preschool institutions.