Teachers who are specialists in motoric skill-building need to think about ways in which they can help the whole child develop. This paper discusses: (1) fine and gross motor development in infancy; (2) baby cuddling for optimal motoric development; (3) cross-cultural studies and infant body holding; (4) floor freedom for babies; (5) body language of caregivers in child care; (6) early rhythmicity and teacher interactions; (7) body sensuality and motoric relaxation; (8) aggression; (9) tense days in preschools; and (10) group games as a method for promoting prosocial development. It is concluded that caregivers who use their bodies to promote security, and who plan carefully for movement activities with cognitive and prosocial goals, will have children who thrive in a truly developmental setting. (RH)