Early geometric learning depends on the child’s level of thinking. In order to make geometric learning more meaningful for children, it is important for teachers to provide teaching and learning experiences suitable for children’s thinking development level. For this, it is necessary to clearly know the level of thinking about the construction of geometric figures in children. Therefore, in this study, the thinking level of children expressed in geometric figure composition was analyzed. The research results are as follows. First, the percentage of correct answers for the tasks was the highest in the second year of elementary school, and it was a significant difference in the correct answer rate only for the puppy task between kindergarten and second year of elementary school. Second, as for the thinking level of children in the process of constructing geometric figures, kindergarten children aged 5 showed the highest thinking at the picture maker level, and the 1st and 2nd graders of elementary school had the most thinking at the shape composer level. Third, the average movement frequency of tangram piece was the highest at the picture maker level among the thinking levels. Only at the s piece assembler level, there was a significant difference between kindergarten and first-year elementary school students.