Mathematical skills are one of the most important skills in preschool. It is claimed that teaching geometry -one of these mathematical skills- at early years is important both because of geometry's relation with concrete objects and figures and its contribution to learning maths (Toluk & Olkun, 2001). Since it is essential to understand how geometric thought develops with children in order to teach geometry which is a significant branch of maths more effectively, there are many researches which study geometric thinking ability in childhood. One of the most important researches on children's geometric thinking ability belongs to Dina van Hiele-Geldof and Pierre van Hiele who are two of the most significant researchers searching the development of geometric thought of children. While working as a maths teacher, the later did some research to understand pupils' problems with geometry. As a result of these researches, he found out that students have different levels of geometric thinking ability and developed Van Hiele Model which is still valid (Hiele, 1986). This model illustrates 5 different stages of the development of geometric thought. In each stage children need to succeed some different tasks according to this model.

The aim of this research is to study British and Turkish children's levels of geometric thinking ability and to discuss how they differ from one another. For these reasons, following questions will try to be answered:

1. Are there any differences between British and Turkish preschool children in terms of the levels of drawing geometrical figures?
2. Are there any differences between British and Turkish preschool children in terms of the levels of geometrical figure recognition?
3. Do Turkish and British children differ in terms of the levels of perception of relation between figures and vertex?
4. Do Turkish and British children differ in terms of the levels of perception of relation between figures and edges?

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