Activity In Preschool Children Research Articles

Not EF skills but play with real toys prevents screen time tantrums in children.

Limiting children's screen time has become a new parenting challenge. Due to the high attractiveness of media and digital devices, many children experience painful transitions in screen time to other activities. Screen time tantrums is a new concept that describes children's negative affect screen time limits. Knowing the factors that increase children's negative reactions will be helpful in parents and educators practice to prevent screen time tantrums or enrich children's nondigital activities, making them attractive alternatives to the media. Based on theoretical insights into the coping mechanisms of frustration and anger in preschool children, this study was aimed to explore the effects of executive functions skills, family activities, and children's play behavior with real toys on screen time tantrums. Sample included 654 caregiver-child pairs (M children age = 70.3 months, SD = 4.02). Results confirmed the hypothesis that play behavior with real toys is a stronger preventor of screen time tantrum than EF skills. The findings suggest that supporting play activity in preschool children might help them to avoid strong negative affects due to screen time limitation. The results of this study may be also considered as a support for the theoretical assumptions that play can be considered as a universal way of coping with frustration and anger in childhood.

Which behaviour change techniques are associated with interventions that increase physical activity in pre-school children? A systematic review

BackgroundInsufficient physical activity (PA) is a significant risk factor that contributes to several health problems and there is a need to improve our understanding of how to increase PA, particularly among young children. This review (PROSPERO registration: CRD42022328841) investigated the relationship between behaviour change techniques (BCTs) and interventions that increased PA among pre-school children aged < 6 years old.MethodsSystematic searches of six databases were undertaken from inception to July 2022, updated in December 2022, to locate studies that evaluated interventions and reported a positive change in PA levels in children aged < 6 years old.ResultsA total of 5,304 studies were screened, and 28 studies involving 10,605 subjects aged 2.5 to 5.9 years met the eligibility criteria. Each eligible study (n = 28) was independently appraised by two researchers using the Cochrane risk of bias tool. The BCT Taxonomy v1 and the Template for Intervention Description and Replication (TIDieR) guided the extraction and analysis of data, and this process led to the identification of 27 BCTs.ConclusionsPotentially promising BCTs for increasing PA among young children included ‘shaping knowledge,’ ‘antecedents,’ ‘goals and planning,’ and ‘comparison of behaviour.’ Future PA interventions that target young children should consider integrating these promising BCTs into their programmes. However, such consideration needs to be tempered by the fact that most of the reviewed studies were deemed to have a high or unclear risk of bias and/or were limited with respect to the populations that they targeted. Further research using rigorous methodologies is required to establish a higher standard that addresses the needs of young children who are expected to have insufficient levels of physical activity.

Associations between basic motor competencies and physical fitness in Spanish pre-schoolers: a cross-sectional study

BackgroundBasic motor competencies (BMC) play a vital role in child development and are a primary focus of physical education. However, there is a lack of research on BMC in preschool-aged children, making this study particularly significant. The present study aims to examine the relationship between BMC and physical fitness components in Spanish preschool children.MethodsThis cross-sectional study was conducted on 101 children (n = 52 boys, average age of 4.80 years) living in Pamplona, North Spain. Components of physical fitness (handgrip strength, standing long jump, speed-agility, and cardiorespiratory fitness) were assessed using the PREFIT Battery. Overall physical fitness was computed from the four selected fitness components separately for boys and girls. Higher z-scores values in physical fitness indicate better fitness performance. To assess BMC, the MOBAK KG test battery was applied (subscales of object control and self-movement). Sex, age, and body mass index were used as main confounders.ResultsAfter adjustment for confounding factors, the BMC was positively associated with single (z-scores) components and overall physical fitness sum of z-scores (R2 from 0.178 to 0.469, all P-values < 0.05). Additional percentile scores weakened the associations, but they still remained significant (R2 from 0.146 to 0.337, all P-values < 0.05). Compared with participants in the lowest tertile, those in the highest tertile of the MOBAK KG sum score, and in both object movement and self-movement test subscales had significantly higher scores in single fitness component (z-scores or percentile) and overall physical fitness sum of z-scores (all P for trend < 0.001).ConclusionsOur results revealed that higher BMC is associated with better physical fitness in Spanish preschool children. The findings emphasize the crucial role that basic motor competence plays in promoting physical activity in preschool children.

CONDITIONS FOR THE CONDITIONING OF CHILDREN OF THE SCHOOL PREPARATORY GROUP THROUGH THE MEANS OF PHYSICAL EDUCATION

This article discusses the most important mechanisms of organizing physical activity in preschool children, mechanisms for explaining and fixing physical exercises for them in the process of activity.

Bibliometric analysis of the scientific evolution of physical activity in preschool children

Bibliometric analysis of the scientific evolution of physical activity in preschool children

Диалектическая структура игры дошкольника

Background. Xe article deals with the dialectical structure of play activity of preschool children. Xe dialectic structure is built with the help of structure-dialectic method which is based on the opposites, deYned in the course of content analysis. Xe paper shows that the dialectical structure of play is leveled. Xe analysis of play activity allows us to speak about the ability of preschool children to represent the dialectical structure of play. Xe paper reveals substantial features of each level and gives the explanation of the transition from one level to another. Objective. Xe paper aims to justify the possibility to develop diagnostic system for preschool children’s play activity development on the basis of the proposed structure. It can be designed upon the dialectical structure of play and the preschool children’s play matrix. Results. A model of the dialectical structure of a preschooler’s role-playing game, enabling to take into account the important structural components of the game, is proposed. Xe phenomenon of the semantic Yeld expressed in the merge (overlap) of the visible (perceptual) Yeld and the representative (imaginary) Yeld is considered. Xe diZerence between the semantic Yeld and an imaginary situation is shown. In the Yrst case the child is focused on the behavior of others, while in the second case he is focused on his own actions. Xe possibility to apply dialectical structure to the analysis of play activity in preschool children in order to build play practice is demonstrated. Conclusion. It seems advisable to develop diagnostic tools to assess the development of games for preschool children taking into account the dialectical structure of games.

Voluntary Control of Cognitive Activity in Preschool Children: Age-dependent Changes from Ages 3-4 to 4-5.

Voluntary control of goal-directed behavior and mental activity in preschool children plays a key role in knowledge acquisition and future academic achievement. Studies of voluntary control have mainly concerned 6-8-year old children; much less is known about the ability to exercise voluntary control at early ages. Due to the high prognostic value of the level of development of voluntary control and heterogeneous development of their individual components, it seems actually useful to study age-related changes of these components in children from 3-4 to 4-5 years old. To compare age-related changes in executive functions (EF) in children age 3-4 years (mean age: 3.5±0.2 yrs; n = 49; 31 boys) and 4-5 years (mean age: 4.5±0.3 yrs; n = 70; 35 boys). To assess the different components of EF we used: 1) a qualitative group and individual testing procedure based on the principles of Luria's theory of the dynamic localization and organization of higher mental functions; and 2) a computerized testing procedure which included the Bourdon-Wiersma cancellation test, the "Hearts and Flowers" conflict test (the Dots task), and the Corsi block-tapping test. The results showed that different components of voluntary control developed at different rates (heterochronically): there were significant progressive changes from 3-4 to 4-5 years for working memory, assimilation of instructions, switching between separate actions, selective concentration on a target or task, and the distribution of attention. Some other components of EF did not show significant positive dynamics during this period. The results indicate the importance of applying the activity theory approach to the development of cognitive processes in preschool age.

Perceptions of Caregivers about Preschool Children’s Nutritional Care and Physical Activity through Tai Lue Traditions: A Qualitative Descriptive Study

The problem of malnutrition among preschool children in northern Thailand is on the upsurge, while engagement in physical activities among these children has decreased. The Tai Lue community has long been recognized for its traditional wisdom and unique culture, which has an effect on the dietary intake and exercise behavior of these children. This study focused on the perceptions among caregivers of preschool children’s nutritional care and the physical activity through Tai Lue traditions. This study employed a qualitative descriptive approach. Data were collected through semi-structured interviews during four focus group discussions and five in-depth interviews. Participants were 30 people, including family caregivers of children aged 2-6 years and Tai Lue community leaders. Sample groups were selected by purposive sampling and data were analyzed using a content analysis method.Findings were classified into four themes: 1) accessing healthcare services; 2) caring under Tai Lue traditions; 3) thinking of problems and obstacles; and 4) providing community support. Our findings provide a better understanding of how nutritional care is administered to preschool children living in the Tai Lue community along with the promotion of their physical activities, and provide valuable insights for healthcare providers. Nurses can apply these insights when giving advice about nutrition screening and when designing guidelines for how they care for patients and promote nutrition care and physical activity in preschool children through the culture of the Tai Lue community.

Validity of low-cost measures for global surveillance of physical activity in pre-school children: The SUNRISE validation study.

To validate parent-reported child habitual total physical activity against accelerometry and three existing step-count thresholds for classifying 3 h/day of total physical activity in pre-schoolers from 13 culturally and geographically diverse countries. Cross-sectional validation study. We used data involving 3- and 4-year-olds from 13 middle- and high-income countries who participated in the SUNRISE study. We used Spearman's rank-order correlation, Bland-Altman plots, and Kappa statistics to validate parent-reported child habitual total physical activity against activPAL™-measured total physical activity over 3 days. Additionally, we used Receiver Operating Characteristic Area Under the Curve analysis to validate existing step-count thresholds (Gabel, Vale, and De Craemer) using step-counts derived from activPAL™. Of the 352 pre-schoolers, 49.1 % were girls. There was a very weak but significant positive correlation and slight agreement between parent-reported total physical activity and accelerometer-measured total physical activity (r: 0.140; p = 0.009; Kappa: 0.030). Parents overestimated their child's total physical activity compared to accelerometry (mean bias: 69 min/day; standard deviation: 126; 95 % limits of agreement: -179, 316). Of the three step-count thresholds tested, the De Craemer threshold of 11,500 steps/day provided excellent classification of meeting the total physical activity guideline as measured by accelerometry (area under the ROC curve: 0.945; 95 % confidence interval: 0.928, 0.961; sensitivity: 100.0 %; specificity: 88.9 %). Parent reports may have limited validity for assessing pre-schoolers' level of total physical activity. Step-counting is a promising alternative - low-cost global surveillance initiatives could potentially use pedometers for assessing compliance with the physical activity guideline in early childhood.

THE ROLE OF THE MOTOR ANALYZER IN THE DEVELOPMENT OF SPEECH ACTIVITY IN PRESCHOOL CHILDREN

This article discusses the role of the motor analyzer in the development of speech activity in preschool children.

Where are preschoolers active in childcare centers? A hot-spot analysis using GIS, GPS and accelerometry data

ABSTRACT This study investigated where preschool children were more or less active in outdoor play areas in Early Childhood Education and Care (ECEC) centers using a novel method of combined device-measured physical activity, spatial data and on-site audit data. Preschool children (n = 237) aged 2–5 years from 30 ECEC centers wore accelerometer (Actigraph GT3X+) and Global Positioning System device (Qstarz Q-1000XT) for 7 days. Optimized hot spot analysis was performed to identify physical activity hot and cold spots in ECEC outdoor play areas. Preschoolers’ mean daily minutes of physical activity per ECEC day were significantly higher in large-very large ECEC centers compared to small-medium sized ECEC centers (all p < .01). Physical activity hot spots were frequently found in open areas and sometimes also found in their adjacent outdoor play areas if children can freely move between these areas. The amount of running space in ECEC outdoor play area and its location in relation to open areas are important for facilitating physical activity in preschool children. The findings provide objective behavioral and spatial information of ECEC outdoor play area designs that promote physical activity behavior in preschoolers, which can be used to inform the planning and design of physical activity promoting ECEC outdoor environments.

Development of Reflective Activity in Preschool Children as a Factor in their Socio-Communicative Development

At present, in accordance with the demands of modern society, particular importance is being gained by the socio-communicative development of preschool children, which focuses on the assimilation of socially accepted norms and values including moral and ethical values, the development of communication and children’s interaction with adults and peers, the formation of their independence, purposefulness, and self-regulation of their own actions, as well as emotional responsiveness and empathy and the formation of positive attitudes toward various kinds of work and creativity. The article reports the results of work on the development of reflective activity in preschool children as a factor in their socio-communicative development.

Results of Verification of the Methods of Speech Activity Formation in Children with Autistic Disorders

The speech activity formation is a pretty complex multifaceted long-term process, particularly, formation of speech activity in children with autistic disorders. According to the research objectives, we have designed corrective-developmental methods of formation of speech activity in pre-school children with autistic disorders. Working on the corrective-developmental methods, we have considered the research results, program requirements to the speech development of elder pre-schoolers, level of speech capabilities of every child, law regularities of the speech function development in ontogenesis and scientific-methodical principles and aspects of the speech development correction for children with speech disorders. As per the principles that we have substantiated, the research-diagnostic, correction-activity and function-speech stages of our methods show their outer and inner bounds. Moreover, the identified stages of the corrective-developmental methods are closely interrelated and characterised with their combination as a continuous pedagogical process; and the knowledge, skills and habits obtained by elder pre-schoolers with autistic disorders are considered as an integral system. We have included initiative as capability to speak in a monologue, motivation as capability to speak in a dialogue, content-richness as saturation of the active oral speech with language units clear to a child with autistic disorders (words, word combinations, phrases, sentences) as well as sound imitations, sound complexes and vocalisation to the main components of speech activity. Thus, after entrenching our methods we have processed and generalised the results of identifying levels of formed speech activity as capability to speak in a monologue and dialogue and use of particular language units according to the quantitative indices.

Physical activity in preschool children and its association with perceived competence and social acceptance.

Physical activity in preschool children and its association with perceived competence and social acceptance.

Cognitive activity of preschool children as a phenomenon of scientific research

Cognitive activity of preschool children as a phenomenon of scientific research

Motor activity of preschool children and the rationale for its increase in the period of epidemiological instability

Motor activity of preschool children and the rationale for its increase in the period of epidemiological instability

Achievement of development of creative activity of preschool children on the basis of integration of preschool educational content

Achievement of development of creative activity of preschool children on the basis of integration of preschool educational content

Implementation of Playdate with OBO Event Program to Increase Service Satisfaction at OBO Studio n' Play

Abstract Careful program planning to provide services for children's learning and play activities is an important thing to note. Because it will greatly affect the social, cognitive, sensory, and motor growth of children. With the aim of increasing revenue and demand as well as maximum service satisfaction, planning programs event marketing can be carried out by companies. Using qualitative research methods and data collection by distributing questionnaires based on the dimensions of service quality, namely Tangible, Empathy, Reliability, Responsiveness, and Assurance (TERRA). The results of the questionnaire were obtained from the parents of children who participated in the Playdate With OBO event produce outputs in the form of Terms of Reference containing programs regarding children's activities and stages of implementation. The activities of pre-school children contained in the Terms of Reference based on the advice of child psychologists and program planners for pre-school age children. Keywords: event marketing, kids preschool activity, preschool program, service quality

Pedagogical-Psychological ways of Formation of Description and Creativity in Pre-School Children

The purpose is to develop the competencies of teaching and practicing knowledge of the formation of pictorial activities in preschools. to know and apply the types, methods of teaching of visual activity; development of visual abilities and creativity of preschool children; development of skills of using modern technologies of shaping the pictorial activity in preschool children.

Formation of group self-efficacy in the conditions of joint activity in preschool children

Currently, the development of collective joint activity as a factor of group effectiveness is relevant. Preschool age is characterized by intensive personal development, which, according to many researchers, fully occurs only in a team. Adequate organization of joint activities in preschool age encourages the child to rapid socialization and develops group self-efficacy. It is important that children have an idea of their group as a whole. This subjective factor of activity effectiveness is formed in the experience of successful implementation of joint activities, in the favorable psychological climate of the children's collective. The article presents a model of a formative experiment aimed at creating conditions for the formation of self-efficacy of a group at preschool age. The author presents in detail the methodological block within the framework of the ascertaining and forming part of the dissertation research aimed at identifying objective and subjective factors affecting the effectiveness of joint activities. The article also presents the results of the formative experiment of the included observation of the joint activities of children. The author describes in detail the content of formative classes aimed at developing group self-efficacy in a children's team. The results of observation of changes in the joint activity of preschoolers before and after the formative experiment are a statement of the fact of the relationship between group self-efficacy and its effectiveness. A comparative analysis of the formative experiment showed that children from the experimental group became more active in joint activities. More than 50% of the children of the control group remained indifferent to group activities. The author reveals the relationship between the formed idea of the group as a whole and the effectiveness of joint activities among preschoolers. In conclusion, the author points out that the insufficient development of the study leaves a prospect for further study of the process of forming preschool children's ideas about the positive result of joint activity, as the main indicator of the self-effectiveness of a group of preschoolers.