The primary task of pre-school child care institutions is to care about the optimal growth and development of children of the age from three to six. Educators, with the help of kinesiologists, create sports programs which are directed towards the kinanthropological dimensions of children which are most vulnerable to stimulationin the pre-school period. Only harmonised functioning of all anthropological dimensions will lead to proper growth and development of a child, regarding physical, but also social, cognitive and emotional aspects. The aim of this paper is to monitor the success of children in perfecting the same ten motor skills in two different methodical-organisational forms of work(polygon and frontal), in order to answer the question which of these two is more appropriate for acquiring motor skills. The data collected confirmed that children which participated in both kinesiological programs (“frontal work mode” and “obstacle polygon”) showed considerable progress and perfected their motor skills in the final testing, when compared to the initial testing. This confirms both the first and second hypothesis, while the third hypothesis assumed that children which participate in the kinesiological program in which polygon obstacleswere applied, in terms of methodical and organizational forms, will progress more, but the results showed that children which participated in the kinesiological program which applied the frontal methodical-organisational from of work progressed more, which led to the conclusion that the frontal form of work is more appropriate for acquiring motor skills in pre-school children.