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Background <p>Individually, 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.</p> Methods <p>Wave 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.</p> Results <p>Movement behaviour compositions were significantly associated with total difficulties (<i>p</i> = 0.008), emotional problems (<i>p</i> = 0.04), peer problems (<i>p</i> = 0.031) and hyperactivity (<i>p</i> = 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.</p> Conclusion <p>Reallocating 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.</p>

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Compositional movement behaviours and preschool children’s social-emotional development

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月16日

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  • Hayley Christian,
  • Emma K. Adams,
  • Stephen Vander Hoorn,
  • Phoebe George,
  • Andrea Nathan,
  • Stewart G. Trost,
  • Jasper Schipperijn,
  • Valerie Carson

摘要

Background

Individually, 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.

Methods

Wave 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.

Results

Movement 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.

Conclusion

Reallocating 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.