An integrated curriculum in kindergartens is an approach to planning and implementing a program that connects different subjects and learning areas into one whole. Instead of teaching children about science, math, reading and writing in isolated sections, an integrated curriculum encourages them to explore these topics through interactive and hands-on activities that are related to their interests and experiences. Integrated curriculum and education in movement are two concepts that complement each other and help create a rich and stimulating learning environment for children in kindergarten. Education in movement emphasizes the importance of physical activity and movement in children's learning. Children learn through play and exploration, and movement helps them concentrate, remember information and develop motor skills. The integrated curriculum in early and preschool education is divided into five parts, namely: creative-creative, musical, language-communicative, research-cognitive and kinesiology. In order for integrated learning to be at the highest possible level and to influence the child's overall development, the educator must be professional and expert in their educational work. His task is to enable and offer the child quality activities that will satisfy all his needs. Integrated learning with movement is an increasingly common part of today's educational work. Of course, there are still different views of educators about the same. Therefore, in addition to analyzing the theoretical aspect of this master's thesis, the aim of the research is to determine whether there are differences in the attitudes of educators about the integrated curriculum with regard to the age of the respondents and work experience. A total of 120 educators who work in kindergartens in the Republic of Croatia participated in the research. The research was conducted using an online questionnaire and respondents were asked to mark the extent to which they agree or disagree with the stated statement on a 5-point Likert scale. The obtained results showed that the kindergarten educators views on the integration of kinesiology activities into other activities of educational work do not statistically significantly differ with regard to their age and work experience.