With young children, there is a growing lack of basic motor literacy, which is extremely important in the research activities of children and is directly related to the development of the central nervous system. There are two research goals. The first is to identify the differences between the educational group in which integrated children's learning is conducted and the educational group in which educational work is based on integrated learning with movement. The second objective is to determine the impact of different approaches to integrated learning on their level of motor achievement. The study included two mixed nursery groups from kindergartens in the city of Rijeka, in the experimental group of 18 children (Kindergarten A) and in the control group of 16 children (Kindergarten B). Qualitative variables are coded on the basis of integrated learning features and dimensions of the contemporary curriculum (adapted according to Petrović-Sočo, 2009) and activities organized in the spaces: living room, hall, gym and open (outdoor) space. We analyze the activities with the following components: organization of space, educator and application of educational strategies, image of the child, resources, materials and toys and the atmosphere in the educational group. Quantitative variables were formed based on four tests for measuring motor achievement of young children and preschoolers according to Petrić et al. (2018). The results of this study indicate significant differences between the children from the educational groups in which integrated learning and integrated learning with movement are conducted. Both groups, experimental and control, base the educational process on an integrated approach in planning educational work, but in the experimental group the emphasis is on the activities of children associated with movement.