This graduate thesis deals with the development of geometric concepts in children of early and preschool age, with special emphasis on the concept of shape and space. The aim of the work is to investigate how children of different ages recognize, understand and use geometric shapes through everyday activities, play and structured pedagogical methods. Through an overview of different learning theories, such as Piaget's, Bruner's and Vygotsky's, and by applying Van Hiele's theory of geometric thinking, the paper analyzes how children go through different levels of shape recognition - from shape recognition to the ability to analyze and deductively think about geometric properties. The paper also emphasizes the importance of using practical activities and a stimulating environment in kindergarten, which allows children to explore and learn about shapes and space through concrete materials and interaction with the environment. Through play, observation and manipulation of objects, children develop key mathematical concepts that form the basis for later cognitive development. Special focus is placed on the application of geometric games and didactic materials, such as Dienes blocks and Montessori methods, which enable children to develop logical-mathematical thinking and spatial perception. In conclusion, the paper points out that early and systematic education in the field of geometry not only encourages the intellectual development of children, but also contributes to their better understanding of the world around them. A high-quality pedagogical approach, supported by theoretical models and practical activities, is key to successfully introducing children to the world of mathematics and preparing them for future educational challenges.