The master thesis deals with the views of preschool teachers about the contents of the Curriculum for preschool education in the field of mathematics in terms of planning and considering the document as a source of quality work in practice. The Curriculum for preschool education is a national document for working in kindergartens, which has gradually been introduced to kindergartens from 1999 to 2001. Two decades will soon pass, and at that time there were also changes in the field of formal education of preschool teachers (Bologna renewal) and a wide range of non-formal education of professionals. Kindergartens employ preschool teachers who have completed a three years study program for preschool education or master study in pre-school education. Different qualification relating to the study program preschool teachers have completed can lead to different understanding of development and learning of a preschool child and consequently also different planning and interpreting goals in the field of early learning of mathematics.The empirical part allows insight into the views of preschool teachers to the field of mathematics in the Curriculum for preschool education. The study involved 100 preschool teachers from different regions in Slovenia. Data were collected with the help of a questionnaire containing a scale of views and questions of an open type. The survey found out that preschool teachers for planning mathematical activities mostly use the Curriculum for preschool education.
Most respondents believe that the document is still suitable for planning, and preschool teachers have also made some suggestions for a possible renewal of the document. Results of interpreting global goals by preschool teachers indicate a problem of understanding global goals despite the fact that the kindergarten teachers also highly assess their professional competence.
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