Preschool Behavior Research Articles

Cultivation of Top Innovative Talents Leads the Formation of New Quality Productivity: Ideal Picture, Realistic Dilemma and Practical Way Forward

Top-tier innovative talents possess characteristics of innovation, leadership, sociality, timeliness, and openness, which meet the needs of the development of new quality productivity. Vigorously cultivating top-tier innovative talents is a key factor in leading the formation of new quality productivity. The cultivation of top-tier innovative talents generates the connotation of new quality productivity, and the formation of new quality productivity also influences the training concepts and quality structure of top-tier innovative talents. There is an inherent logic of two-way drive and mutual promotion between the two. With the acceleration of the current new round of scientific and technological revolution and industrial transformation, the cultivation of top-tier innovative talents leading to the formation of new quality productivity faces practical dilemmas such as the lack of future-oriented thinking in talent cultivation, insufficient coordination in the talent cultivation system, and a lack of diversity in the types of talent cultivation. It is necessary to take a holistic approach, focusing on integrating educational resources, incubating cross-border innovation, advancing human-machine cooperation, adhering to open training, and highlighting regional characteristics to continuously exert efforts, explore new paths for the cultivation of top-tier innovative talents, and lay a talent foundation for accelerating the formation of new quality productivity. aggressive behavior in older preschoolers has long been a nuisance to kindergarten teachers and parents, and it is a common yet difficult problem in society. This study recorded the proportion, context, and reasons for aggressive behavior in older preschoolers at the Tianfu New Area Experimental Kindergarten in Chengdu. Combining the physical and mental development patterns of older preschoolers, methods such as observation records and situational analysis were used. Through real confrontation, observation, analysis, and exploration, effective ways to reduce and correct aggressive behavior in older preschoolers were found, with the aim of helping teachers cope with such behaviors.

Development of an Intervention Program Based on Augmented Reality and Teacher Consultation to Reduce Aggressive Behaviors in Preschoolers

Development of an Intervention Program Based on Augmented Reality and Teacher Consultation to Reduce Aggressive Behaviors in Preschoolers

Professionals’ ideas and observations on preschoolers’ experiences with physical symptoms: a qualitative interview study

BackgroundPreschoolers experience physical symptoms, like abdominal pain or minor injuries, almost every day. These experiences may shape how they deal with health issues later in life. To gain insight into these early life experiences, information from multiple perspectives is useful. This qualitative study aimed to explore important themes in preschoolers’ experience of physical symptoms, using adult professionals from various backgrounds as informants.Methods20 semi-structured interviews were performed with professionals from different fields in healthcare and education, to learn about their ideas and observations on preschoolers’ experiences with physical symptoms. The interviews were verbatim transcribed and coded in Atlas.ti by two independent coders, after which thematic content analysis was applied to define themes.ResultsThree themes emerged from the interviews: unawareness, seeking attention, and parental influence. Unawareness refers to the professionals’ idea that preschoolers have limited cognitions about causes and consequences of physical symptoms. Seeking attention was described as important for preschoolers with symptoms, both as comfort and in a social context. Professionals described diminished attention-seeking behavior in preschoolers with more severe symptoms. Parental influence was seen as highly relevant in preschoolers’ experiences with physical symptoms, with both supportive and disruptive aspects. Healthcare professionals differed from educational professionals in their observations and ideas, especially about underlying mechanisms influencing symptoms.ConclusionsProfessionals report attention-seeking and parental influence as important factors in preschoolers with physical symptoms, and they report limited cognitions about causality. Professionals in healthcare and education show different perceptions, suggesting the importance of incorporating both views into research.

Gestational phthalate exposure and behavioral problems in preschool-aged children with increased likelihood of autism spectrum disorder

BackgroundExperimental studies have shown associations between gestational phthalate exposure and behavioral problems among offspring; however, epidemiological evidence is still mixed. This study aims to investigate whether gestational phthalate exposure is associated with behavioral problems in preschool-aged children. MethodsParticipants include 178 mother-child pairs from MARBLES (Markers of Autism Risk in Babies – Learning Early Signs), a cohort with high familial likelihood of autism spectrum disorder (ASD). We quantified 14 phthalate metabolites in multiple maternal urine samples collected during the 2nd and 3rd trimesters. Preschool behavior problems were assessed using the Child Behavioral Checklist (CBCL), a standardized instrument for evaluating behavior problems of children aged 1.5–5 years. To examine associations of CBCL scores with both individual phthalate biomarker concentrations and their mixture, we used negative binomial regression and weighted quantile sum regression. ResultsOverall, maternal phthalate biomarker concentrations were not associated with child behavior problems. Monoisobutyl phthalate (MiBP) concentrations were inversely associated with child anxious/depressed symptoms and somatic complaints. Mono-hydroxy-isobutyl phthalate (MHiBP) and monobenzyl phthalate (MBzP) were also inversely associated with somatic complaints. When assessing trimester-specific associations, more behavior problems were associated with the 2nd trimester biomarker concentrations: mono(3-carboxypropyl) phthalate (MCPP) and monocarboxyisononyl phthalate (MCNP) were positively associated with somatic complaints. All associations became non-significant after false discovery rate correction. No association between a mixture of phthalates and CBCL scores was found. ConclusionsOur study observed no clear evidence of gestational phthalate exposure on child behavior problems. However, our findings based on the biomonitoring assessment of multiple samples per participant could improve our understanding of gestational phthalate exposure in association with behavior problems in preschool-aged children.

Socio-behavioural associates of Early Childhood Caries among preschool children aged three to four years in Gampaha district, Sri Lanka: a cross sectional study

BackgroundEarly Childhood Caries (ECC) is a highly prevalent disease among preschoolers in Sri Lanka, with stagnated prevalence over the decades. Therefore, it is important to determine the socio-behavioural associations of ECC among preschoolers to reduce the country’s ECC burden.MethodsA cross-sectional study with a multistage cluster sampling technique was used to select 3 to 4 year-old preschoolers/mothers dyads in Gampaha district in 2019. Preschoolers who completed third birthday and had not completed fifth birthday on the day of data collection were selected. The dependent variable was the presence (dmft ≥ 1) or absence (dmft = 0) of ECC. Independent variables were sex, monthly family income, mother’s educational and occupational status, child’s birth order, family type, frequency of consumption of sweets and sweetened drinks, time of sweet consumption during the last 24 h, toothbrushing frequency, supervision of toothbrushing, dental visit, and maternal dental caries. A pre-tested validated questionnaire was used. Multiple logistic regression analysis was used.ResultsTotal of 1038 preschoolers were selected. There were 529 females (51.0%) and 509 males (49.0%). The prevalence of ECC was 56.3% (95% CI: 53.1–59.3). Consuming sweets between meals had a higher odds ratio than consuming sweets after main meals (OR = 1.72, 95% CI:1.25–2.35), consumption of sweets every day had a higher odds ratio than consumption of sweets several times a week or less (OR = 2.89, 95% CI: 2.02–4.13), consumption of sweetened drinks every day had a higher odds ratio than consumption of sweetened drinks several times a week or less (OR = 1.73, 95% CI: 1.07–2.79), and the presence of maternal caries had a higher odds ratio than the absence of maternal caries (OR = 1.74, 95% CI: 1.12–2.69). The use of adult fluoridated toothpaste than not using adult fluoridated toothpaste (OR = 0.64, 95% CI:0.48–0.85), tooth brushing twice per day than not brushing twice per day (OR = 0.67, 95% CI:0.51–0.89), and supervised toothbrushing than unsupervised toothbrushing (OR = 0.61, 95% CI: 0.41–0.93) was negatively associated with ECC.ConclusionsECC is highly associated with sweet consumption and oral hygiene behaviours among preschoolers in Gampaha District. Interventions should focus on the oral health behaviours of preschoolers to reduce ECC burden.

Lifestyle Behaviours in Pre-Schoolers from Southern Spain-A Structural Equation Model According to Sex and Body Mass Index.

The present study aimed to examine the relationship between screen time (ST), sleep time (SLT), physical fitness (PF), Mediterranean diet (MD) adherence, eating behaviours, and body mass index (BMI) in a sample of pre-schoolers from Granada (Spain). In order to address this aim, an explanatory model was developed to examine existing relationships between ST, SLT, PF, MD, pro-intake (PRO-I) and anti-intake (ANT-I) behaviours, and BMI. Further, the proposed structural model was examined via multi-group analysis as a function of sex and BMI. A cross-sectional study was conducted with 653 three- to six-year-old pre-schoolers attending 18 different schools invited to take part in the present study. Structural equation modelling (SEM) was employed to analyse relationships between study variables as a function of sex and BMI. SEM analysis revealed negative associations between ST and PF (p < 0.005), ST and MD adherence (p < 0.005), ST and SLT (p < 0.005), MD adherence and ANT-I behaviours (p < 0.005), and MD adherence and BMI (p = 0.033). In contrast, positive associations emerged between SLT and MD adherence (p < 0.005), and PRO-I behaviours and BMI (p < 0.005). SEM revealed differences according to sex and BMI. The study highlights significant relationships between lifestyle behaviours and physical and dietary outcomes in pre-schoolers from southern Spain, with variations based on sex and BMI. These findings suggest the need for interventions aimed at reducing ST and promoting better sleep, PF, and dietary habits in order to limit weight-related and general health risks in pre-schoolers from southern Spain.

Geographic Disparities In Physical Activity, Sedentary Behavior, Play Time, And BMI In Nigerian Preschoolers

Geographic Disparities In Physical Activity, Sedentary Behavior, Play Time, And BMI In Nigerian Preschoolers

Toddlers' visual exploration during decisions predicts uncertainty monitoring 1 year later.

The longitudinal relation between toddlers' behaviors in uncertain situations (e.g., information seeking, hesitation) and preschoolers' uncertainty monitoring was investigated (between 2014 and 2019 in Northern California; Time 1: N = 183, M = 28.99 months, 53% female, 67.8% White; Time 2: N = 159, M = 41.64 months, 52.2% female). Eye movements and response latencies were recorded as children identified a target from two partially occluded (Time 1) or degraded (Time 2) images. Confidence ratings for identifications were collected at Time 2. At Time 1, gaze transitions between response options, but not response latencies and mental state language, predicted Time 2 uncertainty monitoring. Overall, these findings provide the first direct evidence of connections between toddlers' uncertainty behaviors and preschoolers' uncertainty monitoring.

A longitudinal study on moral emotions and psychosocial functioning among preschool children with and without hearing loss.

Moral emotions such as shame, guilt and pride are crucial to young children's social-emotional development. Due to the restrictions caused by hearing loss in accessing the social world, deaf and hard of hearing (DHH) children may encounter extra difficulties in their development of moral emotions. However, little research so far has investigated the development trajectory of moral emotions during preschool years in DHH children. The present study used a longitudinal design to explore the development trajectories of shame, guilt, and pride, in a sample of 259 Chinese DHH and typically hearing (TH) preschoolers aged 2 to 6 years old. The results indicated that according to parent reports, DHH children manifested lower levels of guilt and pride compared to their TH peers, yet the manifested levels of shame, guilt, and pride increased throughout the preschool time at a similar pace in all children. Moreover, whilst guilt and pride contributed to increasing levels of psychosocial functioning over the preschool years, shame contributed to lower social competence and more externalizing behaviors in DHH and TH preschoolers. The outcomes imply that early interventions and adjustment to hearing loss could be useful to safeguard the social development of children with severe hearing loss, and cultural variances shall be taken into consideration when studying moral emotions in a Chinese cultural background.

Aggressive Behavior in Older Preschoolers: Implications, Causes, and Prevention Strategies

Aggressive behavior in older preschoolers has long been a nuisance to kindergarten teachers and parents, and it is a common yet difficult problem in society. This study recorded the proportion, context, and reasons for aggressive behavior in older preschoolers at the Tianfu New Area Experimental Kindergarten in Chengdu. Combining the physical and mental development patterns of older preschoolers, methods such as observation records and situational analysis were used. Through real confrontation, observation, analysis, and exploration, effective ways to reduce and correct aggressive behavior in older preschoolers were found, with the aim of helping teachers cope with such behaviors.

Comparison of synchronous reinforcement and accumulated reinforcement for increasing on-task behavior in preschoolers.

In synchronous-reinforcement schedules, the duration of behavior directly controls the duration of reinforcement on a moment-to-moment basis. We replicated and extended Diaz de Villegas et al. (2020) by comparing the effects of synchronous reinforcement with two accumulated-reinforcement schedules for increasing on-task behavior for seven preschoolers. One accumulated schedule was the same as the one used in Diaz de Villegas et al. and did not include tokens, whereas the other accumulated schedule included the delivery of tokens within session. Furthermore, we assessed preference for the three reinforcement schedules. The results showed that synchronous reinforcement was effective for increasing on-task behavior for all seven participants. Furthermore, it was most effective for increasing on-task behavior for three out of seven participants and preferred by all participants. For some participants, other schedules were also similarly effective. The results are discussed with respect to implications for application.

Effectiveness and acceptability of remote consultation to promote positive behaviors in preschoolers

AbstractOne of the roles of school psychologists is consultation, an indirect service delivery method in which the consultant (i.e., the school psychologist) supports students' academic, behavioral, and social‐emotional functioning through collaborating with teachers and parents. Conjoint Behavioral Consultation (CBC), also known as Teachers and Parents as Partners (TAPP), is unique in that teachers and parents work together during the consultation process to improve elementary, middle, and high school students' functioning. This study evaluted the effects of CBC for children in early childhood when conducted via remote delivery. A nonconcurrent multiple baseline across participants design was used to evaluate the efficacy of CBC at improving outcomes for children in early childhood at home and school. Additionally, teacher and parent acceptability of CBC and CBC provided remotely were assessed. Participants included four parent‐teacher‐student triads. Results found CBC to improve difficulties for preschool children across settings. Additionally, CBC acceptability via remote delivery was high for both parents and teachers.

How Do Nature-Based Outdoor Learning Environments Affect Preschoolers’ STEAM Concept Formation? A Scoping Review

This scoping review examined the impact of nature-based outdoor learning environments on the formation of STEAM (science, technology, engineering, arts, and mathematics) concepts in preschoolers. Preschool age (3–5 years) is the time when physical interaction with surrounding built environments increases, and spontaneous learning from the environment intensifies—making it an ideal age range to promote nature-based informal learning. An outdoor learning environment can influence STEAM concept formations of preschoolers with an intentional design that offers STEAM learning affordances. Despite the rising interest in early STEAM education, there is still limited literature on how the outdoor environment may influence STEAM learning behaviors of preschoolers (3–5 years old). This scoping review intended to evaluate the existing knowledge regarding the physical factors contributing to STEAM learning affordances in an outdoor environment for children aged three to five. The review included studies from the last twenty years. This scoping review was conducted following the criteria outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). For this scoping review, 843 citations were discovered across four databases (JSTOR, Scopus, EBSCOhost, and Web of Science), ProQuest, and Google Scholar, and 31 articles were considered eligible for inclusion. The paper synthesized those 31 studies to identify the key STEAM learning behaviors of children and STEAM-activity-supportive settings that may positively influence preschoolers’ STEAM concept development.

The Effects of Mothers’ Parenting Stress on Preschoolers’ Prosocial Behavior: The Serial Mediating Effects of Mothers’ Emotion Socialization and Preschoolers’ Effortful Control

Objectives: As infants spend extensive time in caregiving and educational institutions, there is a heightened emphasis on the significance of prosocial behavior in cultivating positive relationships. Consequently, this study explores the effects of mothers’ parenting stress on preschoolers' prosocial behavior, with a focus on the mediating effect of mothers’ emotion socialization and preschoolers' effortful control.Methods: A total of 215 mothers of children aged 3-5 years were included in this study. For data analysis, descriptive statistics and path analyses were conducted.Results: First, mothers’ parenting stress did not directly affect preschoolers’ prosocial behavior. Second, mothers’ parenting stress significantly affected preschoolers’ prosocial behavior, mediated by supportive emotion socialization. However, the unsupportive response of emotion socialization did not mediate the relationship between mothers’ parenting stress and preschoolers’ prosocial behavior. Third, mothers’ parenting stress significantly affected preschoolers’ prosocial behavior, mediated by preschoolers’ effortful control. Finally, the serial mediating effect of mothers’ parenting stress on preschoolers’ prosocial behavior, mediated by mothers’ emotion socialization and preschoolers’ effortful control, was significant.Conclusion: The results show that positive parenting aspects such as mothers’ supportive responses (rather than unsupportive responses) and preschoolers’ effortful control have an positive influence on preschoolers’ prosocial behavior. This finding underscores the necessity for targeted intervention programs to mitigate mothers’ parenting stress and enhancing supportive responses to improved prosocial behavior in preschoolers.

Multidimensional profiles of head start preschoolers' moral self-concept predict subsequent, but not concurrent, aggression.

The moral self-concept (MSC) describes how children view themselves as moral agents. Research suggests that the MSC may relate to moral behavior, yet little is known about how MSC relates to moral behavior in preschoolers. One hundred six low-income children (M age = 52.78 months, SD = 6.61 months) and their teachers participated in this study. In the fall, children completed a MSC puppet task measure. In the fall and spring, teachers reported via children's survey prosocial behavior and aggressive behavior. We used a person-centered approach to identify profiles of MSC, which revealed two profiles of behavior: comforting prosocials and helpful aggressors. Comforting prosocials showed a moderate preference for comforting, a slight preference for helping, and a slight preference for avoiding aggression. Helpful aggressors had a moderate aversion to comforting, a strong preference for helping, and a slight preference for aggressive behavior. Subsequent analysis of covariance analysis revealed that MSC profiles did not differ in concurrent behavior but did differ in behavior 6 months later. The comforting prosocial group participated in more aggression than the helpful aggressors. Additionally, analysis of covariance analysis of change in aggression scores over time showed that comforting prosocials aggression increased, while helpful aggressors aggression decreased. Both groups over time decreased in prosocial behavior, but to different degrees. Overall, findings reveal that the MSC in preschoolers may relate to future not concurrent moral behavior.

Autistic traits and eating behaviors in Chinese preschoolers: Role of sensory profiles and home environment

ObjectiveThis study aims to 1) explore the association between autistic traits and eating behaviors in Chinese preschoolers; 2) explore the mediating role of sensory processing patterns on the relation of autistic traits and eating-related behaviors; and 3) examine home nurturing environment as a moderator between autistic traits and eating-related behaviors. We hypothesize that there is a significant association between autistic traits and eating behaviors, which is mediated by sensory processing patterns and moderated by the home nurturing environment. Method509 children aged 3–4 years participated in this cross-sectional research. They were assessed using the Social Responsiveness Scale-Second Edition (SRS-2) for autistic traits, the Chinese Preschoolers' Eating Behavior Questionnaire (CPEBQ) for eating-related behaviors, the Short Sensory Profile-Second Edition (SSP-2) for sensory processing patterns, and the Children Home Nurture Environment Questionnaire (CHNEQ) for home nurturing environment. Mediation regression analyses were used to examine the role of sensory processing patterns, while moderation analyses to examine the role of home nurturing environment. ResultsWe observed a positive association between autistic traits and eating behavior problems among typically developed children. Sensory processing patterns significantly mediated the impact of autistic traits on children's eating-related behaviors and home nurturing environment also moderated this relationship. DiscussionOur research suggests that Chinese preschoolers with higher autistic traits may face more eating challenges when they possess more heightened sensory processing patterns, while living in supportive home environments helps to improve their eating behaviors. These findings contribute to the understanding of how and to what extent eating problems are influenced by autistic traits, and they offer insight into the alleviation of eating problems from the perspectives of sensory patterns and family nurturing environments.

Reliability and validity of rapid assessment tools for measuring 24-hour movement behaviours in children aged 0–5 years: the Movement Behaviour Questionnaire Baby (MBQ-B) and child (MBQ-C)

BackgroundThe development of validated “fit-for-purpose” rapid assessment tools to measure 24-hour movement behaviours in children aged 0–5 years is a research priority. This study evaluated the test-retest reliability and concurrent validity of the open-ended and closed-ended versions of the Movement Behaviour Questionnaire for baby (MBQ-B) and child (MBQ-C).Methods300 parent-child dyads completed the 10-day study protocol (MBQ-B: N = 85; MBQ-C: N = 215). To assess validity, children wore an accelerometer on the non-dominant wrist (ActiGraph GT3X+) for 7 days and parents completed 2 × 24-hour time use diaries (TUDs) recording screen time and sleep on two separate days. For babies (i.e., not yet walking), parents completed 2 × 24-hour TUDs recording tummy time, active play, restrained time, screen time, and sleep on days 2 and 5 of the 7-day monitoring period. To assess test-retest reliability, parents were randomised to complete either the open- or closed-ended versions of the MBQ on day 7 and on day 10. Test-retest intraclass correlation coefficients (ICC’s) were calculated using generalized linear mixed models and validity was assessed via Spearman correlations.ResultsTest-retest reliability for the MBQ-B was good to excellent with ICC’s ranging from 0.80 to 0.94 and 0.71–0.93 for the open- and closed-ended versions, respectively. For both versions, significant positive correlations were observed between 24-hour diary and MBQ-B reported tummy time, active play, restrained time, screen time, and sleep (rho = 0.39–0.87). Test-retest reliability for the MBQ-C was moderate to excellent with ICC’s ranging from 0.68 to 0.98 and 0.44–0.97 for the open- and closed-ended versions, respectively. For both the open- and closed-ended versions, significant positive correlations were observed between 24-hour diary and MBQ-C reported screen time and sleep (rho = 0.44–0.86); and between MBQ-C reported and device-measured time in total activity and energetic play (rho = 0.27–0.42).ConclusionsThe MBQ-B and MBQ-C are valid and reliable rapid assessment tools for assessing 24-hour movement behaviours in infants, toddlers, and pre-schoolers. Both the open- and closed-ended versions of the MBQ are suitable for research conducted for policy and practice purposes, including the evaluation of scaled-up early obesity prevention programs.

Executive dysfunction as a possible mediator for the association between excessive screen time and problematic behaviors in preschoolers.

Excessive screen time in children is a growing concern for parents and healthcare providers worldwide because it frequently leads to behavioral problems. Although executive dysfunction is proposed to be one of the contributing factors to maladaptive behaviors, little is known about the link between screen time and behaviors. This study aimed to identify whether executive dysfunction contributes to the negative behaviors of children exposed to excessive screen time. A cross-sectional study was conducted on preschool-aged children from public and private schools in Chiang Mai, Thailand. The parents/guardians of each child completed the questionnaires regarding clinical characteristics and screen time use, the Behavior Rating Inventory for Executive Function-Preschool (BRIEF-P), and the Strengths and Difficulties Questionnaire (SDQ). Children with more than one hour of media exposure per day were considered to have excessive screen time. Multivariable Gaussian regression was analyzed to compare the BRIEF-P and SDQ scores between the excessive and appropriate screen time groups. Causal mediation analysis was performed to examine the effects of total screen time on increasing behavioral problems with executive functioning as a mediator. A total of 1,126 preschoolers were included in the analyses. After controlling for age, sex, socioeconomic status, and maternal education, the excessive screen time group had significantly higher BRIEF-P global executive composite score than the appropriate screen time group (mean difference of global executive composite score = 1.49, 95% CI [0.12, 2.86], and p = 0.033). Concurrently, there were significant differences in externalizing behavior subscales and SDQ total difficulties scores between the excessive and appropriate screen time groups (mean difference of total difficulties score = 0.90, 95% CI [0.29, 1.50], and p = 0.004). A significant average causal mediation effect (ACME) of screen time on behavioral problems mediated through executive functioning was β = 0.28, 95% CI [0.13-0.44], which was more than half of the total effect (54.9%, 95% CI [37.4-100%]). The current study suggests that the increase in behavioral issues in preschoolers might be partly explained by the direct effect of excessive screen time and the mediating effect of impaired executive functioning. Our results may raise concerns about the necessity to limit screen time and monitor for executive function deficits and behavioral problems in young children with high screen time.

Isotemporal substitution effect of 24-hour movement behavior on the mental health of Chinese preschool children.

The 24-h movement behavior of preschoolers comprises a spectrum of activities, including moderate-to-vigorous intensity physical activity (MVPA), light-intensity physical activity (LPA), screen-based sedentary behavior (SCSB), non-screen-based sedentary behavior (NSCSB), and sleep. While previous research has shed light on the link between movement behaviors and children's mental health, the specific impacts on the unique demographic of Chinese preschoolers remain underexplored. This study significantly contributes to the literature by exploring how 24-h movement behavior affects the mental health of preschoolers in a Chinese context. The study involved205 Chinese preschool children (117 boys and 88 girls) between the ages of 3 and 6 years wore accelerometers to measure their LPA, MVPA, and sedentary behavior (SB), while their parents reported the time spent on sleep and SCSB. The parents also completed the Strength and Difficulties Questionnaire to assess their children's mental health. The study used compositional regression and isotemporal substitution models to examine the relationship between the various components of 24-h movement behavior and mental health. The results showed that greater NCSSB compared to MVPA, LPA, sleep, and SCSB was associated with good prosocial behavior and lower scores on externalizing problems. This highlights the potential of NSCSB as a beneficial component in the daily routine of preschoolers for fostering mental well-being. Replacing 15 min of sleep and SCSB with 15 min of NSCSB was associated with a decrease of 0.24 and 0.15 units, respectively, in externalizing problems. Reallocating 15 min of sleep to NSCSB was linked to an increase of 0.11 units in prosocial behavior. There were no significant substitution effects between LPA and MVPA time with any other movement behavior on prosocial behavior and externalizing problems. Given the positive associations observed, further longitudinal studies are necessary to explore the link between 24-h movement behavior and mental health in preschool children.

Trends in the play of modern children and their connection with mental development: empirical study

Introduction. Role play is the leading activity of the preschool period, in which the key development takes place. However, the specifics of modern childhood leads to a decrease in the time for the implementation of free play. Therefore, the search for means to support role play is an important task for the scientific community and the education system. The purpose of this study was to identify current trends in the play behavior of preschoolers, as well as to study the relationship of the main indicators of children's mental development with the play behavior and attitudes of their parents to role play. Materials and methods. The study involved 596 children aged 5-6 years and their parents (from 23 years to 51 years). Sociometric status, understanding of emotions, executive functions and nonverbal intelligence were considered as indicators of children’s mental development. Data on children's play behavior and parents' attitudes towards play were obtained using a questionnaire containing three blocks of questions: socio-economic block, questions about the play behavior of preschoolers, questions about parents' attitude to free children's play. Results and discussion. The results of the study indicated a relatively low level of development of the play of modern preschoolers: according to the observations of parents, only every fifth child is deeply immersed in the game plot, about 15% of children do not seek to play at all. The data indicated that most parents do not consider it necessary to allocate enough time for free play. More than 40% of parents consider play as a "useless" activity, and more than 80% give priority to cognitive activities, for example, joint reading. At the same time, significant links of children's play behavior with the sociometric status of a child in a group, the ability to understand emotions, visual working memory, cognitive flexibility, information processing speed and nonverbal intelligence were recorded. Conclusion. The results of the study can be used to develop recommendations to support free play, as well as for scientific purposes to analyze the specifics of modern childhood.