The topic of this thesis is the role of pre-mathematical skills in early childhood education institutions. The theoretical part begins with a presentation of theories of child development, followed by a presentation of pre-mathematical skills and the role of play in children's development, and a chapter on early childhood education, the importance of spatial and material environment and the role of educators who should provide children with quality and stimulating organizational environment. Kindergarten, as an educational institution, along with the family, is a place where a child spends most of his time until he starts school. Early childhood education institutions have a very important and irreplaceable role in the child's life and it is based on the postulate that is woven into every segment of educational work, and that is the overall development of the child. The aim of the research was to examine different opinions of educators related to attitudes about mathematics, centers of activities to encourage the development of pre-mathematical skills and their use, implementation of activities for the development of pre-mathematical skills in early childhood education institutions. A total of 259 educators participated in the survey and it was conducted through an anonymous online survey. Data processing was performed by nonparametric statistical procedures due to a statistically significant deviation of the distribution of results from the normal distribution. The results showed that educators generally have neutral attitudes towards mathematics, mostly stating that centers for the adoption of mathematical concepts exist in the living room of their kindergarten group, that they are often used and that children like to use them independently. They prepare most often on the basis of children's interests, then on the basis of observing the psychophysical development of children and preparing activities in the zone of proximal development, but equally as through the exchange of experiences and internet sources. Of the activities, educators most often use mechanical counting and sorting, and they see too many children in the group as the biggest organizational and professional obstacles that affect the quality of activities.