ArticleThe international journal of behavioral nutrition and physical activity2026
Compositional movement behaviours and preschool children's social-emotional development.
Article in The international journal of behavioral nutrition and physical activity, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundIndividually, sufficient physical activity and sleep and limited sedentary behaviour are associated with favourable social-emotional development in preschool-aged children. However, these behaviours are interdependent. Thus, we examined the effect of preschool children’s 24-hour movement behaviour compositions (physical activity, sedentary time, sleep) on social-emotional development.
methodsWave one data from the PLAY Spaces and Environments for Children’s Physical Activity (PLAYCE) cohort study (Perth, Western Australia) were utilised (1,073 children aged 2-5-years). Daily physical activity, sedentary time, and sleep were measured using accelerometry and parent-report surveys. Social-emotional development was measured using the parent-reported Strengths and Difficulties Questionnaire. Compositional data analysis examined associations between movement behaviour compositions and social-emotional development.
resultsMovement behaviour compositions were significantly associated with total difficulties (p = 0.008), emotional problems (p = 0.04), peer problems (p = 0.031) and hyperactivity (p = 0.002). More sleep and energetic play, relative to other movement behaviours, were associated with better social-emotional development. Reallocating light-intensity activity and games to sleep and sedentary behaviour were associated with better social-emotional development. After separating sedentary behaviour into screen time and quiet play, reallocating screen time and light-intensity activity and games in favour of quiet play were associated with better social-emotional development.
conclusionReallocating some of the daily time spent in light-intensity activities and games and screen time to sleep and energetic play could be beneficial for preschool children’s social-emotional development. Future movement behaviour composition studies should examine different types of sedentary behaviour as well as the longitudinal impact of movement behaviour composition on children’s social-emotional development.
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