This study aimed to investigate the existing elements of kinesiological diagnostics for children of early and preschool age. The qualitative methodology aims to determine the contribution of kinesiological educational work with children. An overview of the elements of kinesiological diagnostics will be compared with the prescribed documentation for early and preschool education and the modern needs of children, all with the aim of insight whether they respond to their modern life challenges. The method of content analysis researched Internet sources and found and analyzed a total of 37 tests (instruments), that is: 8 tests to assess motor skills, 4 tests to measure motor performance, 5 tests to measure morphological characteristics, 11 tests to measure motor fitness, 6 tests to measure cardiorespiratory fitness and 3 tests (instruments) to assess the level of physical activity. The results indicate that almost all tests are intended for preschool children, while for children of early and kindergarten age there are only few tests available. What is also visible is that tests for the assessment of motor knowledge and motor achievements are the least represented in the investigated batteries of tests and there are the least differences between them because all analyzed tests are performed in the hall with more aids. Tests for measuring morphological characteristics are underestimated. Various batteries use almost the same tests, and they are intended for older children, although they could also be used for younger children. Most tests are intended to assess cardiorespiratory and motor fitness. They are different from each other and in terms of the necessary aids and the battery of tests to which they belong. What should be strived for, which is visible in the assessment of the level of physical activity, is the application of modern and contemporary technological solutions that provide insight into the child's condition without separate tests, which makes them extremely suitable for working with young children.