Simbolic representation of numbers in preschool education

Numbers have been present in our lives since the befinning of time, as they are everywhere around us. They are also an integral part of a child's life, because he sees and hears adults use them in everyday activities. Therefore, the theoretical part of the thesis presents the history of numbers and explains how our ancestors counted and how this field developed and progressed through time. It describes the beginnings of recording and naming numbers and touches on the beginnings and evolution of the number zero, Moreover, it presentsPiaget's theory on the evolution of the concept of the number in a pre-school child and how the topi cof numbers is specified in the kindergarten curriculum. The empirical part examines how preschool children cope with counting and writing numbers. We wanted to know how they develop numeric conception, which numbers they are able to write and recognise, and what are the most common mistakes they make when writing numbers. The results of the research indicate that preschool children have a well-developed numeric conception. All children who were included in the study were able to count to 5, despite the fact that not all of them could identify the correct symbol for a specific number or know how to write them. We also found that the most common mistake when writing numbers is mirror writing