Preschool child motor development is one of the key areas for the child until he go to school, for him to adopt many skills as to manipulate through the space and to handle other objects, and in later phases based on a previously learn subjects to be capable of upgrading and perfecting other motor skills. One of the goals of the education process that children meets immediately when they go to the school is literacy, which chiefly implies the immediate commence on the initial training in reading and writing. Prerequisites for afore mentioned are that the child is physically, mentally, socio-emotionally mature and that also have the developed speech. Equally, the main physical precondition for writing is the development of the fine motor skills, that is, the work of hands and fingers and also the skilfulness of the hand. In order to encourage such development, there are many methods that have been used by the parents and educators in preschool institutions. It is well known for many different drawing and writing techniques that are used with different types of pens tried on different surfaces, designed play of the purported chaining of the small objects, stacking cubes, shaping objects made from plasticine, working on pre-prepared work paper sheets, and many other similar activities. In addition, it is very important to foster and encourage child’s language expression. However, due to the changes in society and the emergence of new trends and scientific discoveries, for the coming generations, educational programs should offer new learning methods for the fulfilling of the same principle. Considering this, a survey was carried out in a kindergarten in the City of Zagreb where the two areas were integrated: kinesiological activities and speech communication with children of 6 and 7 years of age, before their going to school. Because of the small sample (N = 11), the results of such a small sample may not be representative, but since they have opened many questions for further discussions.