Investigations and theories concerning interrelationships of motoric experiences, perceptual-motor skills, and learning are reviewed, with emphasis on early engramming of form and space concepts. Covered are studies on haptic perception of form, the matching of perceptual data and motor information, Kephart's perceptual-motor theory, and supporting data for this theory from phsiological investigations. Such supporting data includes research on the concept of motor engrams, defined in physiological terms as a structural change in the nervous system effected by an experience. For visually handicapped children, the concept of motoric engrams is seen as an essential learning modality for motor orientation and spatial perception. Four motor generalizations significant in the education of blind children are delineated: balance and posture, contact, locomotion, and receipt and propulsion. Concluded is the importance of establishing spatial orientation intrinsically through gross motor movements in early childhood (gross motor engramming as a learning modality for interacting with one's environment). All children are seen to need gross motoric engrams as foundations for spatial-perceptual development, with the blind urgently needing motoric environmental interaction as a readiness base for mobility. (KW)