Every child with developmental disabilities is an individual on their own, but what they all have in common is the importance of physical activity. Physical activity brings numerous benefits to children with developmental disabilities, including contributing to a higher level of health and the development of physical, emotional, social, and cognitive characteristics. Additionally, it provides opportunities for building self-confidence, socialization, making friends, and learning and following instructions and rules. This paper highlights the characteristics of social and emotional development in children with developmental disabilities compared to their typical peers, considering their connection to the overall level of mental development, which can result in difficulties in social interactions. Furthermore, specific difficulties in children such as autism spectrum disorder, Down syndrome, and ADHD are described in more detail. The aim of this paper is to emphasize the importance of promoting socioemotional development in preschool children with disabilities through kinesiological activities. Additionally, the role and purpose of leaders in kinesiological activities adapted for children with developmental disabilities are emphasized. In the final part of the paper, a survey was conducted among educators in the Split-Dalmatia County and the city of Zagreb, with fifty-six participants. The questionnaire contained a total of twenty-two questions in which respondents answered based on their observations and assessments of children's behaviors and emotions during and after physical exercise, answered on a five-point Likert scale, while some of questions had already provided answers. In some questions, they already had answers offered. Many statements and previous research findings can be supported by results indicating the connection between physical exercise and the development of children's self-confidence, peer socialization, and greater satisfaction after exercise.