The subject of this work is outdoor mathematical activities designed to encourage the development of early mathematical terms and concepts. The child acquires these through concrete sensory experience in handling materials and interacting with the spatial and social environment. Concepts as abstract representations of reality are gradually formed through cognitive development and contact with learning situations. The aim of the work is to provide methodical guidelines for organizing outdoor activities that promote the development of mathematical concepts and to give examples of activities that help children become confident and competent in thinking about, applying, and exploring early mathematical concepts. Therefore, definitions of these concepts are given, the factors for their development are identified, and the mental actions through which the child forms a particular concept are analyzed. An outdoor area is characterized by greater freedom, a variety of materials, and other advantages that support learning. Therefore, the characteristics of the open space are related to the process of mathematical concept development, and the role of educators in spatial-material and socio-emotional organization is also analyzed in terms of methodological guidelines for the early development of mathematical concepts. In the second part, the activities carried out in the outdoor area of the kindergarten are analyzed and evaluated. It is confirmed that the outdoor area contributes to children learning mathematical content in the areas of motivation, relaxation and cooperation.