The brain's innate potential and children's early experience, combined, influence the development of each particular type of intelligence at its basic level. Later personality development and new experiences contribute to the further development of intelligence, but at an older age the chances of radical changes are significantly reduced. Neurons initially do not specialize in any particular function, so the first years of life are the most important for structuring and organizing compounds. Creating connections within the brain occurs through constant interaction with the environment or experiences. Neurons migrate and thus become more specialized in their function. In the first three years of life, the brain creates twice as many synapses than it will use, so only those that are constantly used strengthen and create motor pathways for the mind. The unused ones will be replaced by others or disappear. The importance and necessity of increasing the part of neurophysiological knowledge in the formal education of children is emphasized, because the untapped potentials of the human mind and the strength of childhood, if they are joined by dedicated and educated parents and educators, achieve faster recognition and easier development of abilities, and a more creative way of learning. The goal of this paper is to theoretically present the development of brain, motor and cognitive development and empirically determine whether there is a significant relationship between motor and cognitive development of children in their early and preschool age. The study was conducted on a sample of 77 children aged 1 to 3 years. Assessment lists with claims about children's motor and cognitive development were collected. Correlation analysis found a significant correlation between movement abilities and object handling and a high correlation between object handling movements and cognitive development.