Psychomotricity plays a fundamental role in the development of children, as it combines motor, cognitive, and emotional aspects. This study focuses on how teacher training students from the Early Childhood Education program at the Technical University of Cotopaxi perceive and use psychomotor tests through interactive technological tools. Through a structured survey, data were collected from 82 participants on their knowledge, use and valuation of these tests to evaluate children from 4 to 5 years old. A descriptive, cross-sectional design and a quantitative approach were used. The results show that, although there is a positive general knowledge about psychomotor development and the relevance of the tests, there are still weaknesses in their practical application and in the management of educational technologies. Some 90% of respondents consider digital tools to be valuable for more accurate and personalized assessments, although less than 10% admit to technical difficulties or lack of access. The interactive virtual platform proposed in the study allows teachers to develop research and pedagogical skills through dynamic resources such as videos, questionnaires and templates. In conclusion, the use of technologies in psychomotor assessment not only enriches teacher training, but also improves the early detection of problems in children’s motor development. It is suggested that teacher training programs be strengthened with practical and technological content to ensure effective implementation in real situations.