Preschool Period Research Articles

School electrocardiography screening program prompts the detection of otherwise unrecognized atrial septal defect in children in Japan.

Atrial septal defect (ASD) is a congenital heart disease that often presents without symptoms or murmurs. If left untreated, children with ASD can develop comorbidities in adulthood. In Japan, school electrocardiography (ECG) screening has been implemented for all 1st, 7th, and 10th graders. However, the impact of this program in detecting children with ASD is unknown. This is a retrospective study that analyzed consecutive patients with ASD who underwent catheterization for surgical or catheter closure at ≤18 years of age during 2009-2019 at a tertiary referral center in Japan. Of the overall 116 patients with ASD (median age: 3.0 years of age at diagnosis and 8.9 years at catheterization), 43 (37%) were prompted by the ECG screening (Screening group), while the remaining 73 (63%) were by other findings (Non-screening group). Of the 49 patients diagnosed at ≥6 years of age, 43 (88%) were prompted by the ECG screening, with the 3 corresponding peaks of the number of patients at diagnosis. Compared with the non-screening group, the screening group exhibited similar levels of hemodynamic parameters but had a lower proportion of audible heart murmur, which were mainly prompted by the health care and health checkups in infancy or preschool period. Patients positive for a composite parameter (rsR' type of iRBBB, inverted T in V4, or ST depression in the aVF lead) accounted for 79% of the screening group at catheterization, each of which was correlated with hemodynamic parameters in the overall patients. The present study shows that school ECG screening detects otherwise unrecognized ASD, which prompted the diagnosis of the majority of patients at school age and >one-third of overall patients in Japan. These findings suggest that ECG screening program could be an effective strategy for detecting hemodynamically significant ASD in students, who are asymptomatic and murmurless.

PARENTAL STRESS, INCONSISTENT DISCIPLINE AND CHILDREN’S EMOTION REGULATION: A DYADIC ANALYSIS

The preschool period is one in which parents experience high levels of stress, with one of the main tasks of parenting being related to promoting children’s emotion regulation through appropriate parental practices. Previous studies focused mainly on investigating the effects of parental stress on children’s broader socio-emotional outcomes (Chazan-Cohen et al., 2009; Neece et al., 2012). Therefore, our study aims to explore the association between parental stress and children’s emotion regulation within a dyadic context, gathering data from both parents, while investigating the mechanisms underlying this association. This cross-sectional study involved 103 parental dyads, with at least one typically developed preschool children aged between three to six years. Parents completed self-reported scales regarding parental stress, inconsistent discipline as a parental practice, and children’s emotional regulation. Dyadic analysis was conducted using the Actor-Partner Interdependence Mediation Model (APIMeM). Results showed that mothers’ and fathers’ stress had a direct negative effect on their perceptions of children’s emotion regulation (the actor effects), and mothers’ stress had a direct negative effect on fathers’ perceptions of children’s emotion regulation (the partner effect). Also, the results of mediation analysis revealed that only in fathers’ case, parental stress exerts an indirect actor effect on children’s emotional regulation through their inconsistent discipline. Fathers’ stress was positively related to fathers’ inconsistent discipline, which, in turn, decreased levels of mothers’ perception of children’s emotional regulation. Future intervention programs should focus on parents’ self-awareness regarding the damaging impact of inconsistent discipline. Also, reducing parents’ stress should constitute one of the main goals of parental-based interventions

Review of Non-Fiction Science Picture Books for Pre-School Children

Science education in the pre-school period can use different methods and techniques. One such method is the Turkish language practice of non-fiction and fiction science picture books for children. It is thought that non-fiction science picture books are important in terms of developing children's scientific vocabulary. This study aimed to examine non-fiction science picture books for children selected from different publishers. The research was carried out using the document analysis method, a descriptive research model. In the study, data on 59 science-themed picture books selected from different publishing houses were collected through the Picture Story Assessment Scale and the Assessment List for Children’s Non-Fiction Science Picture Books developed by the researcher. According to the results of the research evaluating non-fiction science picture books for pre-school children using the Assessment Scale for Children’s Picture Books, all the books are at an adequate level; the most narrated non-fiction science picture books are preferred; and the problem-solving process is included in most of the books. The most common scientific content among the standard science fields, is life science, especially environmental and weather events. The number of scientific words used is sufficient and most of the books are suitable for science education. It is thought that the science-themed children's picture books selected according to the evaluation list included in this study will be beneficial in terms of realizing science education effectively. Suggestions are made in light of the research results.

Examination of Preschool Citizenship Education in Terms of Program and Teachers' Views

In this study, it was aimed to determine the opinions of preschool teachers about citizenship education and to make evaluations for citizenship education in line with the findings. For this purpose, the research was shaped by a case study, one of the qualitative research methods. In determining the sample, the 'convenience sampling' technique, which is one of the 'purposive sampling' methods, was used. In this study, a semi-structured interview form prepared by the researcher was used. The semi-structured interview form prepared within the scope of the research was applied to 25 preschool teachers working in pre-school education institutions. The analysis of the data obtained in the research was evaluated with content analysis. Findings related to the research are presented in 8 main themes and categories. As a result of the research; It is seen that the knowledge of pre-school teachers about the concept of citizenship education is sufficient. It was stated that social participation, respect, patriotism, love, belonging, sensitivity, cooperation, responsibility, empathy, critical thinking, tolerance, helpfulness skills and values should be given within the scope of citizenship education in the preschool period. Teachers stated that the acquisitions in the pre-school education program are not fully sufficient in terms of citizenship education, but they can be improved because it is a flexible program. It has been concluded that if appropriate activities for citizenship education are planned, taking into account the age levels of children in the pre-school period, children's perspectives on the concept of citizenship can be improved. The practices most recommended by teachers for citizenship education were "field trips". The teachers stated that the concepts related to citizenship education should be embodied with activities because the age groups of children in the pre-school period are small. 44% of pre-school teachers find the readiness of preschool children sufficient in terms of citizenship education. In addition, it has been determined that there are 1 acquisitions in the field of cognitive development related to citizenship education and 8 acquisitions in the field of social and emotional development in the preschool education program

ATTITUDES OF PARENTS AND TEACHERS TOWARDS MATHEMATICS EDUCATION IN THE CONTEXT OF STEAM EDUCATION

The pre-school period is valuable in itself. It is at this age that the child's most important personality traits, his or her perception, thinking, communication, etc., develop. STEAM goes hand in hand with the development of 21st century skills and should be included as early as possible in the curriculum. Children's early experiences with science, technology, engineering and mathematics and the arts influence their future success in these areas. When teachers give children early opportunities to learn maths and science in an interactive environment that builds communication and collaboration skills, children are more confident and competent in these subjects. This not only makes higher education more accessible to children but also contributes to a well-prepared society. Survey of 116 teachers and 104 parents identified that parents of pre-school children are more accurate in identifying the disciplines that STEAM education integrates, they perceive that the teacher's background in mathematics and science influences children's mathematical and science education, and that young children can apply early mathematical concepts. Parents identified advantages and barriers to the successful implementation of STEAM in pre-school education.

Теоретични предпоставки и експериментален модел за развиване на диалогична компетентност при деца с алалия

In preschool period children learn first dialogue speech, which has one peculiarity, which occurs when using the verbal means, acceptable in conversational speech. The article presents experimental research with the aim to study the peculiarities of dialogue speech of preschool children with general under development of speech and realization of logopedic revalidation for forming dialogue competence by using the multisensor approach. The comparative analysis of the results reflects the positive dynamic about the level of forming dialogue competence of preschool children with alaly. It is totally corroborated the effectiveness of using the multisensor approach, whose nature allows purposefully including of dominant and subdominant levels of the sensor fundament.

Maternal suicide risk predicts preschooler emotional and behavioral problems

Maternal history of suicidal thoughts and behaviors (STBs) has been identified as a robust risk factor for offspring emotional and behavioral problems, including risk for offspring STBs. The impact of maternal history of STBs has been well-documented in adolescent and young adult samples, with emerging research highlighting the need to examine early clinical correlates of risk in young children, prior to the emergence of STBs. In an extension of prior work, the current study examined associations between maternal history of STBs and previously identified emotional and behavioral correlates of STBs (negative affect, internalizing problems, attention problems, aggressive behavior) in young children. These associations were examined in a mother-preschooler sample (n = 158, mean preschooler age=41.52 months) with approximately half of mothers endorsing a history of STBs and 20 % of the sample scoring at the threshold that indicates suicide risk. In multivariate models, maternal history of STBs was significantly associated with preschooler aggressive behavior, assessed via mother- (β=0.19) and teacher-report (β=0.21), as well as mother-reported negative affect (β=0.22). Results document a link between maternal history of STBs and increased risk for heightened negative affect and aggressive behavior at home and school during the sensitive preschool period. Findings are discussed within the context of enhancing models of intergenerational transmission suicide risk.

Association between Gross Motor Competence and Physical Fitness in Chilean Children Aged 4 to 6 Years.

The preschool period is considered critical for the development of motor competence, but as far as we know, no studies have investigated the association between motor competence and physical fitness in Chilean children. The aim of this study was to analyse the association between gross motor competence and physical fitness, controlling for possible confounding factors. A cross-sectional study was conducted with a sample of 144 preschool children (56.25% girls) with an average age of 5.3 years (4 to 6 years) from the Araucanía region, Chile. Motor competence was measured using the Children's Movement Assessment Battery, 2nd Edition (MABC-2). Regarding physical fitness, the components of cardiorespiratory fitness, lower body muscle strength and speed/agility were evaluated using the Battery to Assess FITness in PREschool (PREFIT). Partial correlation models and analysis of variance (ANCOVA) were used to assess differences in physical fitness between motor competence categories, controlling for age and body mass index. The mean fitness scores for cardiorespiratory fitness, lower body muscle strength and speed/agility components were significantly higher in children with higher gross motor competence. In terms of effect size, large values were found for the lower body strength component in model 1 for boys and in model 2 for the total samples of girls and boys. The results of this study suggest that good levels of gross motor competence are associated with better physical fitness levels.

Refraction and ocular biometric parameters in 3-to 6-year-old preschool children : a large-scale population-based study in Chengdu, China

PurposeTo understand the ocular biometric parameters characteristics and refractive errors in 3-to 6-year-old preschool children in Chengdu, China, and to investigate the prevalence of refractive errors.MethodA school-based cross-sectional study was conducted in Chengdu from 2020 to2022 with a total of 666 kindergartens. All children were measured by non-cycloplegic autorefraction and uncorrected visual acuity (UCVA) and ocular biometric parameters. Finally, univariate linear regression models were used to analyze the relationship between ocular biometric parameters and refraction.ResultsA total of 108,578 preschool children aged 3–6 underwent examinations, revealing a myopia prevalence of 6.1%. The mean axial length (AL), keratometry (K), corneal radius (CR), axial length/corneal radius (AL/CR) Ratio, central corneal thickness (CCT), anterior chamber depth (ACD), lens thickness (LT), and vitreous chamber depth (VCD) were 22.35 ± 0.69 mm, 43.35 ± 1.58 D, 7.80 ± 0.28 mm, 2.87 ± 0.08, 533.31 ± 32.51 μm, 2.70 ± 0.28 mm, 3.91 ± 0.27 mm, and 15.20 ± 0.68 mm, respectively. With increasing age, AL, CR, AL/CR ratio, CCT, ACD, LT, and VCD also increased. Regardless of age, males consistently exhibited longer AL, flatter corneal curvature, shallower ACD, thicker CCT, thinner LT, and longer VCD compared to females. AL, K, CR, LT, and VCD all showed significant linear relationships with SE (all P < 0.001) in univariate linear regression analysis after adjusting for gender and age.ConclusionThe prevalence of myopia among preschool children aged 3–6 in Chengdu is relatively low. Ocular biometric parameters affecting refractive errors include AL, K, CR, LT, and VCD. The preschool period serves as a critical phase for myopia prevention and control.

The Influence of Pre-school Literacy Preparation Studies on Primary School Literacy Instruction

The aim of this study is to determine the impact of literacy preparation activities conducted during the pre-school period on primary school literacy instruction from the perspective of classroom teachers. The design of the study was determined as a case study, which is one of the qualitative research types. The research group was determined through purposive sampling. In order to ensure maximum diversity, interviews were conducted with a total of 14 teachers, consisting of one male and one female from each of Türkiye seven regions. Considering the aim of the study, it was taken into account that teachers should have experience in literacy instruction. Therefore, teachers who had conducted teaching activities in first grade elementary school classrooms for at least three times were included in the study. A semi-structured interview form was used as the data collection tool in the research. The interviews were analyzed using a data analysis software. As a result of the analyses, 4 themes, 13 categories, and 58 codes were identified. According to the findings of the study, the teachers believe that literacy preparation activities conducted during the pre-school period have a positive impact on primary school. It is also among the general opinions of those teachers that literacy preparation activities are more effective and functional in pre-school compared to previous years. The classroom teachers expressed that pre-school teachers should not deviate from the curriculum, and teaching literacy in pre-school may lead to some difficulties in primary school. Finally, the classroom teachers believe that beyond academic skills, imparting social adjustment and self-regulation skills to children during pre-school is more crucial for readiness in primary school.

Augmented Reality in Early Childhood Education: The Effect of Quiver Application on Science Learning

The aim of this study is to investigate the effect of Quiver application on science learning in preschool period. The study was organized in an experimental design from the nice research type. The sample of the study consisted of a total of 40 children in two kindergartens in the same school determined by random assignment. Five different checklists determined by the researchers were used as data collection tools. Pre-test and post-test were conducted just before and just after the interventions with the pre-prepared checklists. The data were analyzed using the nonparametric Mann Whitney U test used in the analysis of quantitative data. As a general result of the research, it was concluded that the activity processes planned with augmented reality application created a significant difference compared to the activity processes planned with traditional methods and provided higher learning. Looking at the themes separately, there was a significant difference in favor of the experimental groups in the themes of the cycle of water and rain formation, the life cycle of plants and the food chain, while there was no significant difference between the knowledge levels of the experimental and control groups in the themes of the life cycle of the frog and sea creatures.

Predictability of the neurodevelopmental assessment based on the Kyoto Scale of Psychological Development 2001 at 18–24 months of corrected age and 3 years of age in identifying cognitive impairment at 6 years of age in very preterm infants: A retrospective study at a Japanese tertiary center

BackgroundIt is unknown how accurately the current Japanese classification system for neurodevelopmental delay based on the assessment with the Kyoto Scale of Psychological Development (KSPD) at toddlerhood and pre-school periods predicts cognitive impairment at school age. MethodsThis single-center retrospective cohort study enrolled infants born at 22–29 weeks of gestational age. At 18–24 months of corrected age and 3 years of age, the patients were categorized according to the current Japanese criteria for neurodevelopmental delay based on their overall developmental quotient calculated using the KSPD-2001. Cognitive impairment at 6 years of age was classified according to the calculated or estimated full-scale intelligence quotient. The predictability of the current Japanese classification of neurodevelopmental delay for cognitive impairment at 6 years of age was investigated. ResultsOf 566 eligible patients, 364 (64 %) completed the protocol. The current classification for the neurodevelopmental delay showed significant agreement with the severity of cognitive impairment at 6 years of age. The sensitivity and specificity of the KSPD-2001-based assessment for any cognitive impairment at 6 years of age were 0.64 and 0.74 at 18–24 months of corrected age and 0.83 and 0.70 at 3 years of age. The corresponding sensitivity and specificity for moderate/severe cognitive impairment were 0.51 and 0.96 at 18–24 months of corrected age and 0.68 and 0.95 at 3 years of age. ConclusionThe KSPD-2001 is a useful tool to predict the severity of cognitive impairment at school age.

The effect of background Turkish music on developing and supporting intrinsic motivation in preschool period

AbstractThis study aimed to examine the effect of Turkish Music, which is played in the background in preschool education environments, on the intrinsic motivation levels of children in the preschool period. The study used a “quasi-experimental pretest-posttest control group design with retention test”, one of the quantitative research models. The study group of the study consists of 21 children aged 48–72 months, who were selected by purposive sampling method, attending the kindergartens of primary schools affiliated to the Ministry of National Education in the city center of Tokat, Türkiye. The “Motivation Scale for Preschool Children (DMQ18)” was employed as a data collection tool to measure the motivation levels of children. In the study, while routine training activities were applied in the experimental group, Turkish Music pieces selected in accordance with each activity were played in the background. In the experimental group, background Turkish Music was played five days a week for four weeks. In the control group, the teacher practiced only daily activities. The study found a significant difference between the control and experimental group post-tests in favor of the experimental group. The study contributed to the literature as the first study to reveal that Turkish Music, which is played in the background during activities in preschool educational environments, makes a significant contribution to the intrinsic motivation levels of children.

Growth trajectories of children born preterm and full term with low birth weight to preschool ages: A nationwide study.

Preterm (PT) and full term with low birth weight (FT-LBW) children are at a high-risk of poor growth outcomes. To investigate the growth trajectories of PT and FT-LBW children from birth to preschool ages. This study included 1,150,508 infants (PT, 41,454; FT-LBW, 38,250) who underwent the first three rounds (4-6, 9-12, and 18-24 months) of the National Health Screening Program for Infants and Children (NHSPIC). Growth measurements were obtained from the NHSPIC database and converted into Z-scores. Growth data at 2, 4, and 6 years old were measured as outcome variables. The impact of being born small on poor growth outcomes was investigated using a generalized estimating equation and Cox proportional-hazards regression analysis. The median birth weights of the PT, FT-LBW, and full term (FT) groups were 2.3, 2.4, and 3.2 kg, respectively. The incidence of short stature (height Z-score < -2 standard deviation score [SDS]) and failure to thrive (FTT) (body mass index (BMI) Z-score < -2 SDS) was the highest in the FT-LBW group, followed by the PT and FT groups. At 4 years old, the incidence rates were 6.0% vs. 5.2% vs. 1.9% for short stature and 4.6% vs. 3.9% vs. 1.7% for FTT. The β estimate of height outcome was lower in both the PT (-0.326 SDS) and FT-LBW (-0.456 SDS) groups. The FT-LBW group was consistently shorter and lighter throughout the preschool period than the PT group, highlighting the significance of growth monitoring in high-risk populations.

Aggression among Preschool Children within the Framework of Temperament, Attachment and Parental Attitudes

Aggression is a common problem in preschool children. The relationship between aggressive behaviors in early ages and psychopathologies in later years has been shown in previous studies. Therefore, it is imperative to understand both the causes of childhood aggression and identify the sustaining factors. This review discusses aggression in the context of temperament, parental attitudes, and attachment factors. The concept of temperament was explained with the terminology of difficult and easy temperament, emotionality, activity, sociability, and impulsivity factors, especially from the perspectives of Thomas and Chess, Goldsmith and Plomin, and Cloninger, and associated with aggression in the preschool period. In addition, possible causes of aggression in children were assessed with attachment theory. Finally, the relationship between parents, their attitudes towards aggression, socioeconomic determinants in the family, and the possible relationship between aggression in children were discussed. This study examines the determinants of preschool children's aggression to solve aggression problems, focusing on family and temperamental characteristics. A more holistic assessment of aggression with child and parent characteristics is intended.

The association between music training and executive function in 6–7-year-old children

Executive function development is especially important in the last year of the preschool period because this period precedes the transition to school. Therefore, it is relevant to study extracurricular activities that can positively impact the development of executive function in 6–7-year-old children. According to earlier research, executive function development might be positively influenced by music training. The current cross-sectional study aimed to explore differences in executive function among 6–7-year-old preschoolers depending on participation in music training. In the current research, children were divided into two groups of 37 participants each: children who received music training for at least half a year and children who did not receive music training. Children in both groups did not participate in dance training because music is also actively used during dance training. Background variables such as participation in extracurricular activities, screen time, family singing activities, maternal education, and family income level did not differ between the groups. The study revealed that the children who received music training had a higher level of motor inhibitory control compared to the children who did not receive music or dance training. This study offers further support for the association between executive function and music training in preschoolers.

The Validity and Reliability of the Turkish Version of Preschool Hearing Environments and Reflection on Quality of Life Questionnaire.

The purpose of this study was to assess preschool children's hearing-related quality of life and to introduce the scale, originally titled "Preschool Hearing Environments and Reflections on Quality of Life Questionnaire" (Preschool HEAR-QL), to the literature through Turkish adaption, validity, and reliability analyses. Our study included 210 children aged 2-6 years: 110 with hearing loss (56 cochlear implant users and 54 hearing aid users) and 100 with normal hearing. Demographic data were collected and then the Preschool HEAR-QL, which was translated into Turkish, was administered twice at 15-day intervals. Confirmatory factor analysis was used to determine whether the factor structure found in the original scale development study was confirmed in our sample (construct validity). Cronbach's alpha, intraclass correlation scores, and the test-retest method were used to assess the scale's reliability as the findings were analyzed using paired samples t tests. The children with hearing loss had lower scores than their normal-hearing peers, and the difference was significant in the subdomains of behavior and attention, hearing environments, and communication. The subscale of the Preschool Period Listening Environments and their Reflections on Quality of Life Scale consists of 23 items, and Cronbach's alpha value was found as 0.922 in the first application and 0.926 in the second application (high reliability). In the model established for validity analysis, χ2/df = 2.156, root-mean-square error of approximation = 0.074, standard root-mean-square residual = 0.078, goodness-of-fit index = 0.830, adjusted goodness-of-fit index = 0.789, comparative fit index = 0.895, and Tucker-Lewis index = 0.881 (good model fit). In terms of test-retest reliability, the correlation between the two measurements was 0.837, and there was no statistical difference between the test-retest scores (p = .15). The Turkish version of the Preschool HEAR-QL scale was proven to be a valid and reliable scale for assessing the hearing-related quality of life of children aged 2-6 years. https://doi.org/10.23641/asha.25236949.

The effect of regular physical activities on neurological status, developmental parameters, and physical fitness in preschoolers

ABSTRACT The aim of this study is to compare the neurological status, developmental parameters and physical fitness of children who engage in regular physical activity in the preschool period versus those who do not. The study included 305 healthy children aged 4–6 years, consisting of 154 girls and 151 boys. In addition to evaluating the demographic characteristics of children; Touwen Neurological Examination, Denver Developmental Screening Test (DDST) II, and Preschool Physical Fitness (PREFIT) test battery were used to assess neurological status, developmental parameters, and physical fitness, respectively. A statistically significant difference was found between neurological status (p = 0.046), developmental parameters (p = 0.000) and physical fitness (Standing Long Jump (p = 0.008), handgrip (p = 0.006)) of preschool children who engaged in regular physical activity compared to those who did not. Preschool children who participated in regular physical activity had no neurological problems and exhibited better developmental parameters and physical fitness than their inactive peers.

The emergence of a coherent self-concept: A longitudinal study on the development of the moral self.

The moral self-concept (MSC) is an early indicator of how children view themselves as moral agents. It has been proposed that an important feature of an established self-concept (SC) is sufficient coherency in how one views oneself. Furthermore, the MSC is expected to develop into a multidimensional, hierarchical construct which is stable over time. Investigating these theoretical hypotheses, this study aims to take three aspects into account to get a deeper insight into when and how the MSC first emerges: emergence of coherency, stability, and a differentiated structure. Preschoolers were presented with a puppet-interview at two measurement points (T1: M = 4.21 years, T2: M = 5.43 years, N = 108-133; 51%-57% female, largely Caucasian). The interview comprises three moral (helping, sharing, comforting), a physical, and a verbal self-concept scale. To investigate whether children had an established SC and therefore answered coherently, we analyzed children's response patterns resulting in a coherency-score: The greater answers vary within scales, the lower children score. Coherency of the MSC rose significantly across preschool period: At age 5, children answered largely coherently. Coherency of children's MSC related to its stability, meaning that the MSC was mostly stable for children with high coherency at T1. Factor analysis confirmed a multidimensional structure of the MSC at age 5, but not at age 4. The results demonstrate that a coherent and differentiated MSC is acquired within the preschool period. This offers a new approach to investigate the emergence of the SC in early development by integrating the important aspect of coherency into the area of SC research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Are low-income preschoolers physically active at preschool settings? A cross-sectional study.

Preschools may provide opportunities for children to engage in physical activity (PA), to benefit their health, although little is known when concerning low-income preschoolers. This study aimed (1) to describe time spent in PA among low-income children during preschool hours and (2) to analyse how many children meet the PA recommendations during preschool hours. A total of 204 low-income preschoolers (4.51 ± 0.79 years) from João Pessoa/Brazil provided valid accelerometer (Actigraph, WGT3-X) data during the preschool period. Children were grouped in quartiles of PA in counts per minute, according to sex and age. The General Linear Model Univariate was used to examine the differences in PA intensities between the quartiles and the time spent in total PA (TPA) and moderate-to-vigorous PA (MVPA) by quartiles, according to age. An hour-by-hour description of children's PA was presented. TPA during preschool hours ranged from 68.33% to 113.89% of the recommended and from 28.34% to 81.68% of the MVPA recommendations. Among 5-year-old children, those in the highest quartile met the PA recommendations. All children were more active outdoors than indoors. For the less actives, preschool time corresponded to 30% of the recommended daily MVPA. The current results reinforce the importance of preschool settings for promoting preschoolers' PA and provide particularly important and useful information for tailoring preschool-based interventions focused on those who need it most. Strategies to increase children's MVPA should be prioritized during free-play time.