Primary knowledge of things and environment can be a valuable source of experiences, notions and acquisitions that, effectively coordinated through organized educational approaches, can lead to the development of the child's personality in many ways, facilitating their adaptation to the upper level of school or social requirements. Adaptation involves successive stages, in which the child reinvents themself and evolves by transforming the self, creatively processing everything the child has acquired in cognitive experiences. The use of knowledge and individual work skills, achieved in non-formal and informal learning contexts, within mathematical activities in kindergarten, provides a solid support for in-depth understanding of mathematical terms and operations, consistent with the development level of thinking, specifically intuitive, going towards processes of generalization and abstraction, towards detachment from the concrete. The environment and daily experiences are inexhaustible resources of formation and information which, well harnessed, are the foundation for the development of the preschool child’s personality.