Through this study, we want to highlight the importance of the psycho-motor field by having proper teaching materials from a very early age of children. Through the Center for early childhood education of the Al. I. Cuza University of Iasi, there were created five methodological laboratories focused on theoretical and practical solutions regarding experiential learning spaces. All those five methodological laboratories were structured to develop innovative educational practices related to on five experiential learning domains: Language and communication field; Science field; Human being and society field; Aesthetic and creative field; and Psycho-motor field. Regarding the psycho-motor field which is focused on development of intellectual skills and knowledge of hygienic habits to maintain health, there were designed and elaborated innovative teaching materials to create a safe, diverse and developmentally appropriate learning environments that can stimulate and offer benefits across teaching and learning process, to increase the creativity and to apply curriculum on developmental areas for enhancing and exploring the variety of each basic sense and to encourage the interaction with the environment through exploring, experimenting, modeling, socializing, healing, and therapy, such as sensorial season’s corners (for fine and heavy motor skills); different mazes for various types of small or interdisciplinary activities, different learning panels structured on different ages, a didactic sensory garden. The materials for this experiential domain of learning center for early childhood education are directly address to teachers who are working in nursery, kindergartens; students of preschool and primary school education; teacher trainers, researchers at universities providing early childhood education; parents or anybody interested in education of children aged 0-7. The potential longer term benefits for using the experiential learning spaces could be reflected at least at three levels: 1. teacher training: increasing transversal competence of future and actual early childhood education and primary school teachers and making the classroom surroundings more appropriate to the children needs; 2. child development: developing a prolearning attitude of children as future learners will help them to express or develop a sense of ownerships and tend to be more active and engage in direct learning; and 3.social context: increasing the social responsibility of future and actual teachers and parents to make a more secure and creative world for children.