The aim of this research was to determine how kindergarten teachers, employed in early and preschool education institutions, with regard to their years of work experience, estimate the importance of physical activities impact on the development of preschool children, as well as the implementation of structured and unstructured physical activities in kindergarten. A total of 112 kindergarten teachers participated. For this purpose, a scale of 21 statements was constructed, on which the value was estimated from 1 (do not agree at all) to 5 (completely agree). Using factor analysis, 4 main components were isolated, which in total explain 45% of the variance. With varimax rotation, 4 factors were obtained - teachers' competence and motivation for implementing physical activities in kindergarten (6 items), influence of regular physical activity on children's development (5 items), implementing physical activities in kindergarten (5 items), support and material conditions (4 items). The differences in factors with regard to years of work experience were calculated by the Mann Whitney U test. The results showed significant differences in favour of kindergarten teachers with 11 and more years of work experience in the factors of influence of regular physical activity on children's development and support and material working conditions. Teachers with more years of work experience have a significantly more positive attitude towards physical activity on the development of children. They also estimate that they have more support from the school principal and other professional services in the implementation of kinesiological activities, as well as more sports requisites and equipment for various physical activities.