Concept mapping as an instructional strategy in preschool education has been little examined. The aim of this review was to investigate and record the use of concept maps in early childhood education and the way of their construction. The exploration of the existing literature showed that concept maps was especially used, as 1) a diagnostic tool of preexisting knowledge and misconceptions, 2) as an assessment knowledge tool, 3) as a metacognitive
tool and finally as a teaching tool. Children confront difficulties in building their map alone. An adult’s help was needed. It was used picture cards or children’s drawings as concepts and different materials as links. Few researchers paid attention to the linking phrases of the children concept maps. All but one researchers ignore the advantages of computer software concerning concept maps.