Development Of Preschool Age Children Research Articles

Enhancing Maternal Ability: Mediating for Pre-school Age Children’s Cognitive Development

The multifactorial risks that accompany IDD (Iodine Deficiency Disorders) aggravate cognitive development deficits in children. The most important factors are poor cognitive stimulation and parenting. This study aimed to analyse the impact of parenting training on maternal skills to mediate cognitive development in children. The study was quasi-experimental pre-post with a control group design. A total of 78 mothers and their children, aged four to five years, from Purworejo participated in the research. Palpation to assess maternal goiter status and Mother-Child Picture-Talk Task (MCPTT) assessed the ability to perform cognitive mediation in children. The Smart Mother Class, a parenting skill intervention, was given for six months (16 meetings), each lasting 60-90 minutes. The risk of low family resources, both economic and caring resources, is indicated by the work and education of the fathers and mothers. Most mothers and fathers have elementary school education and below (60.3). The result show that three months after the intervention there was a significant effect at the positive level, and at six months, the intervention group showed a significant improvement (p< 0.001). Parenting training in low parenting resource settings could improve maternal skills for mediating cognitive development in pre-school age children.

THE IMPROVEMENT OF GROSS MOTOR DEVELOPMENT ON PRE-SCHOOL THROUGH PLAYING THROW AND CATCH BALL

Background: Early childhood gross motor skills should have been able to perform activities such as jumping both one foot and two feet, catching balls, and exercising. Some children have good gross motor, but on the other hand there are children who have obstacles in the development of gross motor, so it is slower than other children. Objective: This study aims to analyze the Influence of playing throw and catch ball on gross Motor of Pre-School Age Children in Garuda Kindergarten. Method: This research design uses pre-experimental with a one-group pre-post test design approach. The population in this study was all grade A students of Garuda Surabaya Kindergarten which numbered 35 students and the sample number were 35 students. The sampling technique in this study is Total Sampling. The independent variable in the study playing throw and catch ball and the dependent variable is a gross motor development. Instruments used are observation sheets and SOP. Data analysis using Wilcoxon signed rank test. Result: The results showed that there was an increasing in children's motor development in Garuda Kindergarten The results of statistical tests showed the p value (0.000) < ɑ (0.05). Conclusion: There is an influence of playing throw and catch ball to the gross motor development of preschool-age children, this is because playing the ball will stimulate nerves and increase movement in the child so that the gross motor becomes better. To improve the development of gross Motor in children can playing throw and catch ball at home and at school.

Relationship between Nutritional Status and Development of Preschool Aged Children in the Operational Area of Puskesmas Batua Raya

Introduction: Development is a mental change that occurs gradually and over time, starting from simple abilities to more difficult abilities, such as attitude, behavior and intelligence. Preschool age is a golden age in which all aspects of development play an important role in aspects of further development. The study aimed to determine the relationship between nutritional status and development of preschool aged children in the operational area of ​​Puskesmas Batua Raya.
 Methods: The study used a cross sectional study design with total sample of 196 respondents. Data were collected through anthropometric measurements of body weight and KPSP assessment (developmental pre-screening questionnaire) was carried out. Data analysis was performed using the chi square test.
 Results: Results of the study found that children with appropriate development were higher in good nutritional status (74%) than those who were below the nutritional status (5.6%). Analysis of the two variables shows the value of p = 0.000. Statistically, there was a significant relationship between nutritional status and development of preschool children.
 Conclusion: Based on the research, it may be concluded that there is a relationship between maternal knowledge and the behavior of exclusive breastfeeding in the operational area of the Sudiang Primary Health Center.

The association between parent-child technology interference and cognitive and social-emotional development in preschool-aged children.

The increased adoption and dependence of electronic devices have potential implications on parent-child relationships, including parental responsiveness. Few studies have examined the association between parent-child technology interference and developmental outcomes. The objective of this study was to examine the associations between parent-child technology interference and cognitive and social-emotional development in preschool-aged children (3-5years). Participants were 100 parents and their preschool-aged child from Edmonton, Canada. Parent-child technology interference across six different devices (i.e., cell phone/smartphone, tablet, iPod, television, computer and video game console) was parental reported using an adapted version of the Technology Device Interference Scale, and a total score was calculated. Cognitive development was objectively measured using three iPad-based tasks from the Early Years Toolbox to capture executive functions (i.e., working memory and response inhibition) and language development (i.e., expressive vocabulary). Social-emotional development was parental reported using the Child Self-Regulation and Social Behaviour Questionnaire, and seven subscales (i.e., sociability, externalizing, internalizing, prosocial and behavioural, cognitive, and emotional self-regulation) were calculated. Multiple linear regression models that adjusted for several potential confounders were conducted. The mean total parent-child technology interference score was 4.2units, which equates to approximately 12-16 interruptions per day due to an electronic device. Approximately 60% of the score was due to interference by a cell phone/smartphone. After removing influential cases based on Cook's distance values, higher parent-child technology interference was significantly associated with lower response inhibition (B = -0.015, 95% CI: -0.028, -0.002) and emotional self-regulation (B = -0.095, 95% CI: -0.163, -0.028) scores and higher log externalizing (B = 0.033, 95% CI: 0.002, 0.063) and log internalizing (B = 0.034, 95% CI: 0.013, 0.056) scores. Electronic devices, in particular the cell phone/smartphone, appear to interrupt parents' conversations and activities with their preschool-aged child multiple times per day. Higher parent-child technology interference may be adversely associated with several subdomains of early childhood development. Future longitudinal and experimental research is needed to confirm these findings.

Emotional development of preschool children with speech pathology, and its connection with the emotional characteristics of mothers

The article is devoted to the study of emotional development in preschool age children with violations of speech development, and its relationship with emotional intelligence of the mother, the emotional interaction between mother and child, implemented a style of emotional upbringing. Topicality of the work is determined by the increasing number of children with speech pathology and, accordingly, the increasing acuteness of issues affecting their social adaptation and the formation of readiness for school. Two abnormal groups and two normative groups participated in the study. Abnormal groups included 35 pairs of "primary preschool child – mother" and 54 pairs of "middle preschool child – mother". All children of pathological groups had a verified diagnosis of mental retardation (delay of psychological and speech development). Similarly, normative groups were formed by age ranges, the first of which included 32 "child-mother" pairs, the second – 36 "child-mother" pairs. Normative group was formed of preschoolers of kindergartens of the city of Vladimir who had normative development. As a result of the research, it was found that the emotional development of children with speech pathology has distinctive features in comparison with normatively developing children. Mothers of preschool children with speech pathology differ in the level of development of components of emotional intelligence, they have characteristic features in emotional interaction with children in comparison with mothers who raise normatively developing children. There are connections between the level of development of emotional intelligence of the mother, the features of emotional interaction and the development of the emotional sphere of preschool children with speech pathology.

Independent walking and cognitive development in preschool children with Dravet syndrome.

To investigate the relation between cognitive and motor development in preschool aged children with Dravet syndrome, in particular between the age of independent walking and cognitive development. Results of cognitive and motor developmental assessments and the age of independent walking were retrieved retrospectively from the medical records of 33 children (17 males, 16 females; mean age at last evaluation 33.2mo, SD 8.2mo, range 9-48mo) diagnosed with Dravet syndrome. Cognitive and motor developmental age, derived from the Bayley Scales of Infant Development or through standardized neurodevelopmental assessment, were converted into cognitive and motor developmental quotients. Multiple test scores per child were included. A strong positive relation was found between cognitive and motor developmental quotient (Pearson r=0.854; p<0.001) in 20 children (slope=0.75; 95% CI: 0.54-0.95). A later age of independent walking was associated with a lower cognitive developmental quotient (28 children; p<0.001; slope=-1.01; 95% CI: -1.53 to -0.49). A higher cognitive developmental quotient was seen in children with an age at testing younger than 24months. The cognitive developmental quotient of children with a delay in independent walking (>17.6mo) was significantly lower than those without a delay (p=0.006). A strong relation exists between cognitive and motor development. Furthermore, the age of independent walking might be an important indicator of the development of children with Dravet syndrome. Cognitive and motor development are strongly related in children with Dravet syndrome. Later age of independent walking is associated with worse cognitive development in children with Dravet syndrome.

Organization of Environmental Education of Preschoolers in the Conditions of the Natural and Socio-Cultural Environment of the Kindergarten

Currently, there is a need to improve the theory and practice of environmental education of preschool children in kindergarten and to transit to education for sustainable development. The purpose of the research is to substantiate the organization of environmental education of preschool children in kindergarten aimed at understanding the natural and socio-cultural ecosystems. Ecological systems are the universal units of the structure of the surrounding world. The focus of pedagogical activity on the organization of children’s cognitive and research activities in the ecosystems of the nearest natural and socio-cultural environment in the area of the nearest development of preschool age children allows enriching the subjective experience of children with ecological content – the basis of future ecological intuition. Ecological-system approach to the modeling of the educational process allows uniting all forms of organization of life and types of children’s activity in an educational institution into a single succession system. The basis for organizing the cognitive and research activity of preschoolers is the interest, cognitive needs and cognitive activity of children. The process of environmental l education fulfills the role of a systemic mechanism for reflecting and modeling the pictures of the surrounding world in the process of cognitive-research and creative activity in the areas of the nearest development and self-development of children. As a result of testing this organization system in practice of kindergartens activities, teachers note its convenience, effectiveness and positive results in the development of children.

Decontextualized language use during Chinese and American caregiver-child interactions

Caregivers' use of decontextualized language (DL), language that is abstract or removed from the here and now, supports preschool-aged children's language, cognitive, and social-cognitive development. Studies comparing caregiver-child DL across cultures have focused primarily on one type of DL—past narratives. Very few studies have examined cross-cultural similarities and differences in talk about the future and explanations. The current study compared Mainland Chinese and American families' use of DL during snack time conversations between caregivers and preschool-aged children. Participants were 40 Chinese and 36 American families. DL was an integral part of routine conversations in both cultures. However, we found striking cross-cultural differences in the amount and content of future talk and explanations. We argue that the divergent patterns of DL use may reflect unique cultural beliefs and socialization goals in each culture. We also consider how cultural patterns of DL use may have implications for preschool-aged children's development.

ВИВЧЕННЯ ЯКОСТІ МАТЕМАТИЧНОГО РОЗВИТКУ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

In the article the author highlights and argues some approaches of modern native and foreign scientists and the results of her own pedagogical experience to the study of the quality of logical and mathematical development of preschool age children. In the context of this issue, the structure and content of the diagnostic methodology, the construction, organization and maintenance of the process of controlling and assessing the quality of mathematical knowledge and children's skills are considered. The author characterizes the structure of the diagnostic methodology and distinguishes in it the relevant directions: 1) study of the level of educational achievements of the child, accumulation of actual data that will reflect the following components: motivational, informational and procedural; 2) study of the influence of organizational and pedagogical conditions created by the tutor during the conduct of classes in mathematics and other pedagogical activities, on the quality of mathematical development of children, through purposeful observation and analysis of its results; 3) study of the methodological guidance of mathematical development of children in pre-school institutions, through the analysis of pedagogical documentation. Therefore, the diagnostic methodology includes: monitoring the activity of children in situations where they independently and adequately use mathematical knowledge and appropriate skills; individual conversations with children and their performance of respective tasks; questionnaire of teachers and study of pedagogical documentation, which presents the ways of methodological guidance for the development of professional skills of teachers in pre-school institutions. The results of the research work of the author of the article indicate that the quality of mathematical development is a relative characteristic of both the educational process as a whole and the development of the individual child. An important characteristic of mathematical development of the baby is the elementary mathematical competence, which involves the presence of knowledge about the number, shape, size, space, time, as well as the ability to apply this knowledge in different situations in life; detection of children independence, self-esteem, self-control, positive attitude to mathematical reality, cognitive interest, etc. These indicators will give the teacher the opportunity to evaluate the quality of mathematical development of the child, to build on this basis, individual development programs for each baby. Key words: mathematical development, quality of mathematical knowledge and skills; diagnostic technique.

Movement behaviours and physical, cognitive, and social-emotional development in preschool-aged children: Cross-sectional associations using compositional analyses.

Movement behaviours (e.g., sleep, sedentary behaviour, and physical activity) in isolation have demonstrated benefits to preschool-aged children's development. However, little is known on the integrated nature of movement behaviours and their relationship to healthy development in this age range. Thus, the objective of this study was to examine the relationships between accelerometer-derived movement behaviours and indicators of physical, cognitive, and social-emotional development using compositional analyses in a sample of preschool-aged children. Children (n = 95) were recruited in Edmonton, Canada. Movement behaviours were measured with ActiGraph wGT3X-BT accelerometers worn 24 hours/day. Physical (i.e., body mass index [BMI] z-scores, percent of adult height, and motor skills), cognitive (i.e., working memory, response inhibition, and vocabulary), and social-emotional (i.e., sociability, externalizing, internalizing, prosocial behaviour, and cognitive, emotional, and behavioural self-regulation) development were assessed. Objective height and weight were measured for BMI z-scores and percent of adult height, while the Test of Gross Motor Development-2 was used to assess motor skills. The Early Years Toolbox was used to assess all cognitive and social-emotional development indicators. Compositional linear regression models and compositional substitution models were conducted in R. Children accumulated 11.1 hours of sleep, 6.1 hours of stationary time, 5.1 hours of light-intensity physical activity (LPA), and 1.8 hours of moderate- to vigorous-intensity physical activity (MVPA) per day. Movement behaviour compositions were significantly associated with physical (i.e., locomotor skills, object motor skills, and total motor skills) and cognitive (i.e., working memory and vocabulary) development (R2 range: 0.11-0.18). In relation to other movement behaviours in the composition, MVPA was positively associated with most physical development outcomes; while stationary time had mixed findings for cognitive development outcomes (i.e., mainly positive associations in linear regressions but non-significant in substitution models). Most associations for LPA and sleep were non-significant. The overall composition of movement behaviors appeared important for development. Findings confirmed the importance of MVPA for physical development. Mixed findings between stationary time and cognitive development could indicate this sample engaged in both beneficial (e.g., reading) and detrimental (e.g., screen time) stationary time. However, further research is needed to determine the mechanisms for these relationships.

Association of Lifestyle Factors and Neuropsychological Development of 4-Year-Old Children.

Background: We aimed to assess how lifestyle factors such as diet, sleep, screen viewing, and physical activity, individually, as well as in a combined score, were associated with neuropsychological development in pre-school age children. Methods: We conducted a cross-sectional study in 1650 children of 4 years of age, from the Environment and Childhood Project (INMA) population-based birth cohorts in four regions of Spain. Children were classified per a childhood healthy lifestyle score (CHLS) with a range of 0 to 4 that included eating in concordance with the Mediterranean diet (1 point); reaching recommended sleep time (1 point); watching a maximum recommended screen time (1 point); and being physically active (1 point). The McCarthy Scales of Children’s Abilities (MSCA) were used to test neuropsychological development. Multi-adjusted linear regression models were created to assess the association with the lifestyle factors individually and as a combined score. Results: CHLS was not associated with MSCA general cognitive score (1-point increment = −0.5, 95% CI: −1.2, 0.2). Analyzed by separate lifestyle factors, physical activity had a significant negative association with MSCA score and less TV/screen time had a negative association with MSCA score. Conclusion: In this cross-sectional study, a combined score of lifestyle factors is not related to neuropsychological development at pre-school age.

An Intervention For Fundamental Motor Skills And Physical Activity In Pre-schoolers: A Cluster-randomized Controlled Trial

PURPOSE: Physical activity (PA) is important for health and development in preschool-aged children yet only 34% of Australian pre-schoolers achieve the recommended levels. Fundamental motor skill (FMS) interventions have been shown to improve FMS proficiency and PA levels, however, whether these changes are maintained post-intervention is unknown. We aimed to determine if a 12-week FMS program improved FMS and PA in pre-schoolers; and if so, whether these improvements were maintained 12 weeks post-intervention. METHODS: The PhysicaL ActivitY and Fundamental Motor Skills in Pre-schoolers (PLAYFun) Program was a cluster randomized controlled trial. Participants were recruited from 4 University pre-schools. The PLAYFun Program was a 12-week, games-based, FMS program delivered directly into the centers by an exercise physiologist. Primary outcomes included FMS proficiency, objective PA and parent perceived PA assessed at baseline, 12 weeks and 12 weeks after the completion of the intervention (week 24). Differences within and between groups were assessed via a one-way analysis of variance. RESULTS: Forty-nine participants (mean age 4.0±0.6; 54% male) were recruited. Children attended on average 2.0±1.0 sessions per week for 40 minutes per session. Participants in the PLAYFun Program demonstrated a significantly greater increase in object control (p=0.003) and total FMS (p=0.019) proficiency at week 12 compared to controls. Locomotor skills score (M 14.83 95% confidence interval (95%CI) [3.90 to 25.75]; p=0.012), object control skills (M 24.11 [9.93 to 38.29]; p=0.003) and gross motor quotient (M 20.14 [8.33 to 31.96]; p=0.003) all significantly improved when children attended twice a week, but these improvements were not maintained at 24 weeks. Girls in PLAYFun significantly increased objective moderate to vigorous PA after the intervention (P=0.015), but not boys. This increase was also not maintained 12 weeks post-completion of PLAYFun. No significant relationships between FMS and PA outcomes were identified. CONCLUSIONS: Motor skill programs delivered directly to preschool children by an exercise physiologist within their preschool is effective at improving FMS proficiency in boys and girls and PA in girls. However, these improvements are not maintained when the practice is not ongoing.

Karakteristik dan Pengetahuan Ibu tentang Stimulasi Dini Berkaitan dengan Perkembangan Anak Usia Pra Sekolah

Background: Mother’s Characteristics and Knowledge About Early Stimulation Related To The Development of Pre-school Age Children. Children development is influenced by the importance of early stimulation, especially at the pre-school age. Stimulation depends on the people around the child that is parents and family environment. Stimulation is influenced by mother knowledge, age, education, occupation, number of children, and socioeconomic of the family. The purpose of this research was to know the relationship of mother’s characteristics and knowledge about early stimulation with the development of pre-school age children. Methods: The research method was quantitative, design cross-sectional study, used questionnaires. Sample was taken in total-sample, use statistical test of Chi-square and Kendall’s tau-c. Results: Show there is a relationship between the mother’s knowledge with development of children, and relationship between the mother’s occupation with the development of children. Conclusion: Mother’s knowledge is important in providing early stimulation, as well as other factors such as mother’s occupation. It is advisable to conduct counseling about early stimulation to improve mother’s knowledge.

Perkembangan Motorik Halus Anak Usia Pra Sekolah 4-5 Tahun dengan Kegiatan Montase

The purpose of this study is to analyze the effect of montage activities on the fine motor development of pre-school aged children 4-5 years. The research method used was pre-experimental with one group pre and post test design. The results showed an average pre-test value was 43.44 and the post-test mean value was 68.21. Paired Sample T-test results obtained ρ-value (0,000) &lt;α (0.05), there is the effect of montage activity on fine motor development in pre-school age children 4-5 years. Conclusion, fine motor is a limited movement of parts that include small muscles, especially movements of the fingers such as writing, drawing, and holding something.&#x0D; &#x0D; Keywords: Children 4-5 Years Old, Montage Activities, Fine Motor Development

PLANNING AND EVALUATING THE EDUCATIONAL PROCESS OF PLAY WITHIN GREEK PRESCHOOL LEARNING ENVIRONMENTS - A COMPARATIVE STUDY ON PRESENT AND FUTURE EDUCATORS

Despite the importance of play as an instructional medium and its contribution on children's learning, development and creativity at all levels of education, research data extracted from Greek literature demonstrate that teaching does not depend on play at the extend that it should. The current study was conducted during the 2019 academic year and investigates on the views of current Kindergarten Educators (N:100) working on faculties of the Region of Epirus as well as Senior Students (N:100) at the Department of Early Education of the University of Ioannina, and it scrutinizes on the planning and evaluation of the educational process in terms of play within preschool cognitive environments and also on the role play holds in the Kindergarten’s educational procedure. The findings of this research pointed out the significance of play’s role towards learning and development of preschool aged children. Nonetheless, the current Educators do not acknowledge the importance of children’s participation in the actual planning of play scholar environments in opposition to the prospective Educators who deem such as vital. Both groups, Educators and Students show an encouraging attitude towards their pupils when it comes to them desiring to design play activities, however the Students show limited confidence on educational planning issues, due to their lacking teaching experience within actual Kindergarten faculties. Educators as well as Students who have undertaken training courses regarding the educational merit of play, evaluate children’s learning through play to a higher degree than their colleagues who have not attended such courses. Finally, the current research points out the pedagogical expertise of the Instructors needed towards a more comprehensive use of play in the educational praxis. Article visualizations:

Intellectual development of preschool aged children in the conditions of modern preschool educational institution

Intellectual development of preschool aged children in the conditions of modern preschool educational institution

Parenting Psikoedukasi Dalam Mendukung Perkembangan Sosial Dan Emosional Anak Usia Pra Sekolah Di Kota Surakarta

Background: Children in kindergarten are experiencing rapid growth and development. Supporting child development is not only the responsibility of the government but also the responsibility of parents, teachers and the surrounding community. Parents are expected to have a good understanding of the psychological child so that they can provide care and education that allows children to grow and develop according to their age. This study aims to determine the effect of parenting psychoeducation on the social and emotional development of pre-school children. Methods: This research used the method of "quasi experiment pre-post test with one group" with a total sample of 63 pre-school age children. Sampling was done using Non Randomized One Group Pretest Postest Design. Research data analysis was performed using SPSS version 23. Results: The results showed that preschool age children numbered 63 people consisting of 60.3% (38) people were male and the rest were female 39.7% (25). There was an increase in social development in preschool children whose parents received significantly higher parenting psychoeducation (p value 0,000) There was an increase in emotional development in pre-school children whose parents received significantly higher parenting psychoeducation (p value 0,000). Conclusion: The conclusion showed that there was a parenting psychoeducation effect on parents on social and emotional development of pre-school age children.&#x0D; Keywords: Psychoeducation, Social and Emotional Development, Pre School Children

HUBUNGAN STIMULASI BERMAIN, KUALITAS INTERAKSI DAN VERBAL ABUSE DENGAN PERKEMBANGAN PERSONAL SOSIAL ANAK USIA PRASEKOLAH

One aspect of development in preschoolers is personal social development. Preliminary study results conducted on 10 children obtained results 6 children with caution assessment, 2 children with delayed assessment, and 2 children with normal assessment with the Suspect interpretation on the assessment of the Denver II test.The purpose of this study was to determine the relationship of play stimulation, the quality of interaction, and verbal abuse with the social development of preschoolers in kindergarten of Al-Djufri VI. This research use Analytical method with Cross Sectional approach with independent variables is play stimulation, interaction quality, and verbal abuse and the dependent variable is personal social development. The population is the parents of preschool children in kindergarten of Al-Djufri VI as many as 38 people with a total sample of 38 people Using total sampling technique. The instruments in this study used questionnaires on independent variables and used the Denver II test on the dependent variable.Statistical test using spearman rank test with significance level of 0.05. The result of this study using spearmen rank shows there is relationship of play stimulation with social development of preschool children with p value 0,000 &lt;0,05 and r = 0,677, There is relationship of interaction quality with social development of preschool age children with p value 0,000 &lt;0,05 and r = 0,724, There is relationship of verbal abuse with social development of preschool age children with p value 0,040 &lt;0,05 and r = 0,334. Play stimulation, interaction quality, and verbal abuse have a relationship with personal social development. Parents and teachers are advised to be able to increase their knowledge as an effort to prevent child development delay in social aspect by doing screening test on health service to measure child development level.

Physical activity types and motor skills in 3-5-year old children: National Youth Fitness Survey

ObjectiveThis study examined relationships between specific types of physical activity (PA) and motor skill development in preschool-aged children. DesignThis study was completed using a cross-sectional study design. MethodsData from children 3−5years old (N=342, 51% males) who participated in the 2012 National Youth Fitness Survey were analyzed. PA was measured using a questionnaire by parent report and motor skill development determined by Test of Gross Motor Development-2nd Edition (TGMD-2). Multiple regression analyses were conducted to examine the relationship between PA type and overall Gross Motor Quotient (GMQ) controlling for age, sex, race, and parental socioeconomic status. ResultsCommonly reported activities were running (43%), playing outdoor games (35%), and riding a bike (34%). Based on the standard scores, participants’ motor skill development for Locomotor, Object Control, and overall GMQ were considered average. Participation in the following physical activities were positively associated with GMQ: riding a bike (β (SE)=5.27 (2.02), p=0.02), scooter riding (β (SE)=9.83 (2.59), p=0.002), swimming (β (SE)=4.01 (1.17), p=0.004), and jumping on a trampoline (β (SE)=7.45 (3.09), p=0.03). With the exception of riding a bike, the physical activities positively related to GMQ had a reported range of participation between 7–12%. ConclusionsParticipation in specific physical activities was related to higher GMQ in preschool-aged children. Also, with the exception of riding a bike, the activities that the children participated in the most were not the same as the activities that were positively related to motor skill development.

PERILAKU KURANG GERAK (SEDENTARY BEHAVIOUR) DENGAN PERKEMBANGAN PSIKOSOSIAL ANAK PRA SEKOLAH

The development of science and technology, creates various kinds of conveniences that cause an increase in sedentary behavior. This also has an impact on the development of pre-school age children, one of which is psychosocial development. This study aims to determine the relationship between sedentary behaviour and psychosocial development in pre-school children. The design of this study is correlational with a cross sectional approach. The population in this study were mothers of pre-school age children at ABA II Kindergarten, with a sample of 35 people using purposive sampling techniques. Its collected with quessionaire. Statistical analysis using a Spearman Rank Test with α = 0.05. The results showed that most children had psychosocial development in the not appropriate category of 71%. While the lack of motion behavior in the heavy category was 77%. The results showed that there was a significant relationship between sedentary behavior and psychosocial development in pre-school children with results (r = 0.457; ρ = 0,00