The aim of this study was to analyze the representation of the movement in alternative programs of early childhood and preschool education, actually to determine the level of representation of the movement in alternative programs implemented in specific early education institutions in the Republic of Croatia, and to compare it with the level of representation of the movement in the regular program of early childhood and preschool education. The research was conducted using content method analysis where the curricula of Montessori, Waldorf and Agazzi kindergartens, and regular programs as well. Also while analyzing relevant literature was also used. The Chi-square test was used to determine the significance of the differences between the researched curricula. The results showed an unequal level of representation of the movement between the analyzed curricula in all elements of the representation of the movement. A statistically significant difference in the total representation of the movement was found between the alternative programs and the regular program, while comparing alternative curricula with each other, no statistically significant difference was found in the total representation of the movement. The movement is significantly more represented in alternative curricula compared to the regular curriculum. For alternative pedagogies, movement is one of the key segments of a child's development, and as such it is prominently represented in educational work. It is first necessary to form one's own philosophy of education, in which one of the foundations will be the importance of movement. By implementing individual specifics from each alternative curriculum, we can provide an environment in which the child will have numerous opportunities to move, and thus shape an educational process that nurtures pedagogical pluralism, as one of the foundations of a quality educational system