The topic of this thesis is the influence of cosmic education on the development of vocabulary in children of early and preschool age. The paper is divided into a theoretical part, in which the life and pedagogy of Maria Montessori are presented, the principles of Montessori pedagogy, characteristics of educational materials and Montessori educators are defined. Periods of special sensitivity are described, which are extremely important for Maria Montessori because they show what the child is interested in and in which it can be perfected without investing much effort. The areas of Montessori pedagogy are explained. The theoretical framework is defined by the chapter on early literacy and it continues with the description of cosmic education which is further methodically described and so are the materials from botany and geography. Examples of activities from those two areas are also presented. The goal of the research was to find out whether the children enriched their vocabulary with terms from botany and geography, and whether they enriched their vocabulary more or equally from one of these two fields. The parents of the Montessori group from the city kindergarten in Zagreb participated in the research. In the empirical part of the paper the experience of parents related to children's manifestation of vocabulary related to terms from botany and geography was researched and described. The research was conducted using an online questionnaire which was then filled out by parents whose children were or still are participants of the Montessori program. The questionnaire was completed by 51 parent. The answers gave an insight into how much children use terms from the fields of botany and geography and which terms they use more. The research showed that a high percentage of children use vocabulary from the fields of botany and geography and that they have enriched their vocabulary more with terms from the field of geography.