Resumo-O objetivo deste estudo foi verificar os efeitos de diferentes contextos no desenvolvimento das habilidades motoras fundamentais e no crescimento somático de crianças no ensino infantil. Participaram deste estudo 50 crianças: 25 tiveram educação física com um professor da área e 25 crianças tiveram atividades com o professor responsável pela turma. Crianças foram avaliadas no início e final do ano letivo quanto a dados antropométricos, dobras cutâneas, medidas de atividade física e realizaram os subtestes do TGMD-2. No início do ano letivo, nenhuma diferença foi observada entre os grupos. No final do ano letivo, crianças que tiveram atividades com o professor da sala apresentaram redução no nível de atividade física, enquanto que crianças com educação física com o professor especialista apresentaram manutenção no nível de atividade física e melhor desenvolvimento das habilidades motoras. O envolvimento em diferentes contextos de aulas de educação física não é suficiente para promover alteração somática em crianças ao longo do ano letivo. Entretanto, educação física com o professor especialista melhora o desenvolvimento das habilidades motoras fundamentais e promove manutenção do nível de atividade física em crianças no ensino infantil. Palavras-chaves: desenvolvimento motor, habilidades motoras fundamentais, educação físicaAbstract-"Motor development and somatic growth of children with different contexts in kindergarten." The aim of this study was to investigate the effects of different contexts on fundamental motor skill development and on somatic growing of children in kindergarten. Fifty children participated in this study: 25 received physical education from a specialized teacher and 25 children received activities from a non-specialized teacher. Children were evaluated at the beginning and end of the school year, regarding anthropometric, skin fold, physical activity level, and TGMD-2. At the beginning of school year, no difference was observed between both groups in any measure. At the end of the year, children who received activities from a non-specialized teacher showed reduced level of physical activities whereas children who received physical education from a specialized teacher maintained the level and presented better fundamental motor skill development. Different contexts of physical education activities do not promote somatic differences along the school year. However, physical education from a specialized teacher improves fundamental motor skill development and maintenance of physical activity enrolment of children in kindergarten.Resumen-"Desarrollo motriz y crecimiento somático de niños con diferentes contextos en la educación primaria." El objetivo de este estudio fue comprobar los efectos de distintos contextos en el desarrollo de las capacidades motrices fundamentales y el crecimiento somático de niños en la educación primaria. Participaron de este estudio 50 niños, la mitad tuvo clases de educación física con un profesor del área de educación física y la otra mitad tuvo actividades con...

BACKGROUND: The disease caused by the novel coronavirus (COVID-19) has produced one of the most dramatic health crises, impacting humans’ daily lives worldwide. Social distancing and lockdown measures have limited everyone’s daily activities and have likely also affected children’s physical activity. AIM: To investigate physical activity and electronics use during COVID-19 social distancing in children from the city of Poá, São Paulo. METHOD: Data from 28 children were obtained on two occasions: pre-pandemic and during the pandemic. To further examine possible changes in physical activity, data from another sample of 40 children were obtained during the pandemic. From both cohorts, anthropometric information and play, television, electronics, and sleep time expenditures were obtained using a questionnaire. RESULTS: Results from the first cohort showed similar time spent engaged in playful activities and sleeping before and during the pandemic. Although hours spent watching television remained constant, a dramatic increase in the overall electronics time expenditure was observed during the pandemic period.  CONCLUSION: Although the children maintained their playtime while social distancing, an increase in the time spent using electronic devices was observed, possibly due to the characteristics of the social distancing implemented in Brazil, as well as the characteristics of the children’s neighborhood.