The aim of the current preliminary research was to examine the relationship between aquatic motor activ-ities and language abilities. Our hypothesis suggests that changing the environment to water may improve motor and linguistic abilities. The study included 94 children between the ages of four and six. Thirty-one children who participated in aquatic motor activities were compared to 41 children who participated in on-land motor activities and to 21 children who participated in non-motor activities. Developmen-tal-functionality tests, including gross and fine motor, time estimation and language tests, were used to diagnose participants' abilities before and after six months of intervention. We found significant im-provement in gross motor, fine motor and time estimation abilities for the aquatic motor activities group. Moreover, improvement in gross motor and time estimation abilities moderated the association between aquatic motor activities and children's naming ability, suggesting the positive effect of aquatic motor ac-tivities on language abilities. Based on these novel findings, child-development professionals can have a better understanding of relation between language abilities and motor abilities, possibly leading to an im-provement of intervention methods with early-childhood patients. Early childhood intervention could aid in reducing primary differences between children in motor abilities, and especially in motor-development disorders, which in turn are thought to lead to additional learning disabilities.