Today's children spend a significant amount of time in early childhood education and care institutions, often spending more time with educators during the day than with their parents. This places a great responsibility on educators to, through their own work and exemplary behaviour, enable children to reach their potential. Encouraging the development of premathematical skills from an early age is of exceptional importance. These skills are linked to later achievements in mathematics, as well as to the development of language and literacy. For the purposes of this thesis, a study was conducted to gain insight into the methods of implementing mathematical activities, their frequency, and duration. The research was conducted with a sample of 176 educators. It was found that the majority of educators carry out mathematical activities daily, with an average duration of 10 to 20 minutes. The least represented activities are those related to spatial skills and following multi-step instructions, which many educators indicated create the most difficulties for children. It can be concluded that pre-mathematical activities are present in educators' work, but not all to the same extent. It is crucial for educational groups to have a stimulating mathematical environment, which includes the existence of a math center; however, approximately half of the educators reported not having one. Most educators believe they need additional training and professional development, which is certainly the right path to gaining the competencies necessary for the effective implementation of mathematical activities.