Children get early informal knowledge of mathematics, which is surprisingly broad, complex and varied. Children are interested on thinking in different contexts, including mathematical thinking, especially if they have enough knowledge of the materials they use, the task is interesting to them, motivates them for further work and their context is well-known. Research suggests that every child goes to school with some prior knowledge. They also support the principles of hierarchical interactionalism where specific domains, such as counting, comparing and arithmetic, are built on initial inherent competences. Young children also possess certain innate skills, but they do not determine the development, it develops through the interaction of social experience and maturity. It is important to emphasize that visual thinking is not the same as spatial thinking. Spatially refers to all abilities we use to create space-time and refers to mathematical competences, while visual thinking is limited to hometown ideas. Connecting two most important domain, mathematics numerical and geometric knowledge, we come to geometric measurements. Measurement is one of the main applications of mathematics in the everyday life. Children learn about sizes of different qualities, and only over time they make a set of related terms. We conclude that a large number of mathematical concepts and skills are taught in preschool years, and educators and teachers largely help learning trajectories of specific domains to understand how children think about their framework options.