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For preschool education, the historical identification in the prescriptions of terms referring to magnitudes from 1881 to 2020 raises the double didactic question of the existence and institutionalization of magnitudes as a teaching object and their more or less stable inscription in pre-disciplinary issues. The study of the location of magnitudes in the texts as well as their designations, the issues related to them and the declared aims of the institution shows the existence of a double movement of progressive emergence of magnitudes as content and of multi-referenced disciplinary indexation. This article is part of a thesis (Soloch, 2021) which analyses the configuration (Lahanier-Reuter and Reuter, 2004) of the teaching of shapes and sizes.