In the prenatal, perinatal, and postnatal period, many complications are possible that can affect the further psychomotor development of the child. The term "neurorisk child" appears in the 60s of the last century, it is used for triage of children in whom there is an indication for intensive monitoring of psychomotor development during all stages due to physical, psychological, or social deviation. The global incidence of neurorisk children at the annual level is 6-7%, and in the Republic of Croatia about 10%. The basic component of psychomotor development is the central nervous system, which is incompletely developed after the birth of a child and develops intensively during the first years of life. Baby handling is a method based on the Bobath concept but is most often defined as the proper handling of the child during the child's daily life activities such as feeding, changing, holding and lifting and lowering. Baby handling aims to inhibit abnormal patterns of movement and posture and to facilitate normal patterns of movement and posture. At the neurological level, this is a combination of sensory integration and neuroplasticity of the brain. When handling a child properly, care should be taken that the child's hands are always in front of the body, and most of the child's movements should involve rotation. The aim of the study was to determine the knowledge and application of techniques for proper handling of the child (baby handling) in nurses and midwives who are in daily contact with newborns and the impact of years of service and level of education on the same. The study involved 40 female respondents, and the largest number of respondents who participated in the study is more than 55 years old, 42.50%. The research was conducted through a survey questionnaire that assessed subjective attitudes about baby handling and knowledge and its application in everyday work. The results of the research prove that the respondents know the term baby handling, believe that it promotes the psychomotor development of the child and 60% of the respondents spend it at their workplace. No statistically significant differences were found comparing the knowledge of baby handling and its implementation comparing it with education, but half of the respondents from both groups of education stated that they would like to be further educated about baby handling.