Experiential pedagogy advocates the integral child development, in other words connection of the movement, thinking and speaking. Sensory-motorical development of the child is encouraged in the surroundings that are rich in the sensory ambience where child adopts and processes experiences which are then developed and automated by imitation. The main goal of this research was to determine and analyze representation of the experiential and motorical activity in the integrated preschool curriculum. 20 kindergarten teachers employed in Kindergarten Osijek participated in this research. Survey questionnaire and content analysis were used for the purpose od this research. Results collected in kindergarten shows representation of the cognitively activities 31,5%, expressive planning activity 25,8%, motorical activity 13,8%, and experiential activity 12,2%. In the day nursery groups the most represented are the activities directed on the artistically domain, dancing, and rhythm (32%) and cognitive activity directed on the familiarization and differentiation of the colors, naming, merging into a unity, visuospatial connecting, pairing (25,5%). Obtained results, in the meaning of the definition of the experiential pedagogy, are implying to the conclusion that learning by all the senses and integral pedagogical approach are in the disbalance. Therefore, we can ask ourselves with right, which qualities and values we want to encourage in children, what is truly important to bring in life whit ourselves from senso-motorical development and what we truly want for our children.