Starting from the assumption that in early education the curricular strategies are selected and developed according to the curricular context and the specificity of general and particular cognitive development, we decided to engage in an experimental research focused on identifying, validating and developing some curricular strategies that are as relevant in the development of cognitive skills, as well as of other areas of development and experience. Our research fulfils several functions: 1) The systematization of the conceptual analyses regarding the problem of the cognitive skills and of the curricular strategies of their development, accompanied by personal appreciations and interpretations; 2) Of retesting and developing a previous micro-research; 3) Of methodological research, based on the development and validation of relevant investigation tools; 4) The development of a methodological framework and operational landmarks for the development of cognitive skills in early education. The article is conceived in the spirit of scientific consistency and comprehensive analysis of conceptual models, strategies and methodological models that outline the terminological code of the problem, but which also constitute premises for theoretical development and design of some experimental approaches. The article is structured on two dimensions: a) theoretical foundation regarding the conceptual analysis of cognitive competence in early education, from the perspective of the skills-centred educational approach, of the curriculum for early education, with implications for lifelong learning; b) addressing curricular strategies, which facilitate the process of developing cognitive skills in preschoolers, with an emphasis on child-centred training.