Early childhood is a critical period characterized by rapid development of motor and language skills. Reliably assessing motor and language development in early childhood is difficult, and there is a lack of agreement on measurement tool use. This scoping review aims to identify measurement tools used to examine motor and language skills in infants and young children (0-5 years) when the relationship between these two domains is studied. A scoping review of existing literature on motor and communication skills was conducted across studies measuring gross and/or fine motor and language development in children aged 0-5 years. Systematic searches were conducted in six online databases using carefully selected keywords and search parameters. The resulting corpus of existing literature was reviewed according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses. Sixty motor and 99 language measurement tools were found. The most used measurement tools for motor and language skills were the Bayley Scales of Infant and Toddlers Development, Ages and Stages Questionnaire, Mullen Scales of Early Learning, MacArthur-Bates Communicative Development Inventories, Vineland Adaptive Behavior Scales, and Gross Motor Function Classification System. Of these, the measurements used to address language skills did not include reference to all language aspects, particularly lacking were emphasis on skills associated with phonology, morphology, and pragmatics with more focused attention on the semantic language component. This study refines existing knowledge about commonly used early childhood measurement tools. This may help to inform research and encourage consistent measurement use across studies as well as in clinical practice to improve reliable comparisons across outcomes and use measurement tools with diagnostic purpose. Further, a broader inclusion of discrete language components within measurement tools is warranted to better determine the rich, nuanced relationship between early motor and language skills.