The role of physical activity promoting thinking skills and emotional behavior of preschool children

Abstract

Objectives Physical activity is critical, not only for the normal growth and development of children, but also for emotional and social behavior. The purpose of the article is to determine the relationship between physical education and social and emotional development of preschool children. Methods The study involved 366 children (188 boys and 178 girls) at the ages of 5 (N = 191) and 6 (N = 174), who study in public kindergartens in Beijing (China). Within 3 months, additional physical education and fitness classes were held. Before and after the study, a test was conducted: Ages & Stages Questionnaires: Social-Emotional (ASQ:SE), which was completed by the parents. The research process did not affect the performance or development of children participants. Results As a result of the study, the main regularities of the influence of physical education on social and emotional behavior of children were established. Based on the results of the study, it was determined that there is a positive correlation between age, physical education, and social-emotional behavior (r +—= 0.668). Conclusion Gender differences are not statistically significant when it comes to physical activity’s effect on social and emotional behavior (p-value = 0.004). The results can be applied to programs for the prevention of psychosocial and social-emotional development delays of children in kindergartens.

The Effects of Physical Education on Preschoolers’ Emotional Intelligence: A Systematic Review

“…Overall, seven studies have analyzed interventions and evaluated their effects in terms of emotional competence in preschool-age children. One of them analyzed whether the increments in physical activity hours influenced emotional competence [17], another analyzed the correlations between emotional competence and physical education [20], a third compared two methodologies to analyze which of them could have the greatest causal effect on emotional competence [19], and four of them analyzed certain programs that influenced said competence [18,[21][22][23].…”

“…First, Wang [17] showed that additional physical activity classes could positively influence emotional competence. The author took a sample of 366 boys and girls (3-5 years old) and introduced them to a program that consisted of additional physical activity classes (i.e., rhythmic and physical activity classes) for three months.…”

“…Descriptive analysis: One study analyzed whether the increments in PE hours influenced emotional competence [17], another one compared two methodologies to analyze which of them could have a greater cause-effect on emotional competence [19], four of them analyzed whether certain programs influenced EI [18,[21][22][23], and one article analyzed the correlations between emotional competence and physical education [20].…”

Emotional Skills with Homogeneity Psycho Cognition Strategy: A Study of Physical Education in Elementary Schools

“…Regular physical activity in childhood is essential for maintaining a healthy weight and brings many other physiological and psychosocial benefits (Granero-Jiménez, López-Rodríguez, Dobarrio-Sanz, & Cortés-Rodríguez, 2022). Vigorous physical activity provides psychological benefits such as reduced depressive symptoms, more positive mood states, reduced anxiety levels, and improved self-esteem in adults and adolescents (Wang, 2022). Acquiring good emotional skills provides an opportunity for success not only physically but also in the context of everyday life (Malinauskiene & Malinauskas, 2021).…”

At what age does vocational tendency begin?

“…Individuals want to work in a suitable environment where they can reflect their capacity, abilities, interests, values, and personal characteristics, and where they will be rewarded (Holland, 1996;Gundula et al, 2020;Ozcan & Uzunboylu, 2020;Hoff et al, 2022). The personality structures of people in the same profession are also similar, in other words, the choice of profession is an expression of personality (Basler & Kriesi, 2019;Wang, 2022). Therefore, the relationship between professional interests and personality is very important (Larson, Rottinghaus, & Borgen, 2002;McKay & Tokar, 2012), and professional interests play an important role in research on individual differences.…”