The Multivariate Physical Activity Signatures Associated With Self-Regulation, Executive Function, and Early Academic Learning in 3-5-Year-Old Children.

The evidence regarding associations between intensity-specific physical activity and cognitive and learning outcomes in preschoolers is inconsistent and limited by low sample sizes and analytical approaches that cannot handle the multicollinearity among multiple physical activity intensity variables. We aimed to determine the multivariate physical activity intensity signatures associated with self-regulation, executive function, and early academic learning in preschool children aged 3-5 years. A 711 Norwegian preschool children (mean age 4.

Active Learning Norwegian Preschool(er)s (ACTNOW) - Design of a Cluster Randomized Controlled Trial of Staff Professional Development to Promote Physical Activity, Motor Skills, and Cognition in Preschoolers.

Introduction: There is a dearth of high-quality evidence on effective, sustainable, and scalable interventions to increase physical activity (PA) and concomitant outcomes in preschoolers. Specifically, there is a need to better understand how the preschool context can be used to increase various types of physically active play to promote holistic child development. The implementation of such interventions requires highly competent preschool staffs, however, the competence in promoting PA is often low.

Self-Regulation and Executive Function Longitudinally Predict Advanced Learning in Preschool.

While the early years are often regarded as a critical period for establishing and supporting the developmental trajectories of delayed and typically developing children, they also represent a critical time for advanced learners. Yet to support advanced learners, a better understanding of sources and mechanisms of precocious early learning is needed. While there is ample research separately indicating importance of executive functions (EFs) and self-regulation for learning more broadly, it remains unclear whether, which, and to what extent EFs and/or self-regulation might account for the incidence of advanced learning in the prior-to-school years.