Kinesiological activities are extremely important for children in early childhood and preschool age in order to encourage their proper growth and development. When a child is given the opportunity to be physically active, he accepts the challenge very well. It is necessary to nurture their natural need for movement as they form the habit of exercising and the habit of a healthy lifestyle. Kinesiological activity is a process that requires a great involvement of the educator who participates in the child's life and with his work encourages kinesiological activities from an early age. The implementation of kinesiology activities, in addition to the educator himself, is influenced by adequate spaces, equipment and means for their safe and quality implementation. The space for kinesiological activities is a building space that is arranged and its size in accordance with the requirements of certain kinesiological activities that take place there. It is divided into open and closed space. The term equipment refers to a content or element specific to the field of kinesiology. The equipment consists of props, i.e. smaller items that are needed for exercise, devices on which physical activity takes place, and auxiliary technical means that help in easier organization of work. The means, which can be divided into visual, auditory and audiovisual, are used in physical and health education because their application enables children to better understand some motor movement and at the same time complements the live demonstration, which is very important and should not be omitted. The goal of this research was to examine whether kindergartens have adequate spaces, equipment and resources for conducting kinesiology activities. 65 kindergartens from different counties of the Republic of Croatia participated in the research, and they were given an online Google form in order to determine the equipment of kindergartens in the Republic of Croatia. The research showed that most kindergartens have props and a hall intended for performing physical and health education and a playground, which is mostly located right next to the building of the kindergarten, but the problem of their quality and quantity is pointed out. Educators note that there is a lack of props for each individual child and point to worn and torn props that do not serve their purpose. In addition to the innovation of props, educators also need a larger hall because they believe that the current one is not suitable and safe for performing kinesiology activities.