The interaction between sensory perception and motor skills is one of the fundamental pillars of healthy child development, especially during the primary education stage, which witnesses significant development in the functions of the central nervous system. In this context, the current research aims to develop a standardized scientific scale to measure this interaction among students in grades three to five in schools in Babil Governorate, using a descriptive and analytical approach. A 26-item instrument was developed, divided into four dimensions (visual perception, auditory perception, balance perception, and sensorimotor coordination). Its psychometric properties were verified by applying it to a sample of 120 male and female students. The results showed high reliability using Cronbach's alpha coefficient, ranging between 0.77 and 0.86, confirming the internal consistency of the instrument. Statistical correlation tests also revealed significant relationships between the scale's dimensions and motor skill tests (running, balance, jumping, and visual-motor coordination), indicating the validity of the scale. Analyses revealed statistically significant differences in favor of males, as well as between educational levels, with sensorimotor interaction levels increasing with grade. This research is consistent with previous literature emphasizing the close link between sensory perception and motor development. It emphasizes the importance of using the scale in the early detection of sensorimotor interaction difficulties and designing appropriate educational intervention programs. It also points to the need to train teachers and provide a supportive learning environment to implement the scale's tests effectively.