The purpose of this thesis is to point out the importance of dealing with kinesiological activities from an early age, and to explore and provide insight into the possibilities and ways of conducting kinesiological activities in institutions of early and preschool education. First three chapters of this thesis relate to the theoretical part; introduction to the concept of kinesiology, introduction to the goals of kinesiology, and areas of kinesiology that are aimed at achieving goals. This section describes the nursery and kindergarten ages, and the characteristics for their proper growth and development, the importance of carrying out kinesiological activities from an early age, and describes how to plan kinesiological activities in order to carry out activities and achieve satisfactory results. Following chapters describe earlier research that has prompted a new study that examines the advantages and disadvantages of spatial and material working conditions and examines the awareness of educators about importance of proper and quality implementation of kinesiological activities. Educators, as well as parents have the greatest impact on children of early and preschool age, on their growth and development, and on creation of healthy habits. In order to plan and spend a quality physical education class, certain knowledge, safe space and equipment are required. Experience has shown that there are difficulties in the quality implementation of kinesiological activities, and this thesis will try to show the extent to which this issue is represented, and what we can do to contribute to better implementation of kinesiological activities in early and preschool education. Movement is a basic biological human need for normal functioning that we encourage from an early age.