ArticleChildren (Basel, Switzerland)2023
Kindergarten Affordances for Physical Activity and Preschoolers' Motor and Social-Emotional Competence.
Article in Children (Basel, Switzerland), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Associations Between Exercise Experiences in the Home Environment During Early Childhood and Motor Skill Development in Preschool Children: A Longitudinal Follow-Up Study.Children (Basel, Switzerland) · 2026Article
- How physical exercise influences children's social-emotional competence: an empirical study based on a chain mediation model.BMC psychology · 2026Article
- Structured Activity and Free Outdoor Play in Early Childhood Education and Care: An OSRAC-P Observational Study of Physical Activity Intensity and Context.Children (Basel, Switzerland) · 2026Article
- The Effects of Physical Therapy in the Rehabilitation of Motor Delays in Children with Down Syndrome: A Systematic Review.Journal of clinical medicine · 2026Review
- The effect of exercise motivation on adolescents' subjective Well-being: chain mediation of physical activity and Social-emotional competency.BMC public health · 2025Article
- Building an evaluation model for the motor health of preschool-aged children from the perspective of interdisciplinary integration.Frontiers in psychology · 2025Article
- Reaching conceptual stability by re-articulating empirical and theoretical work on affordances.Frontiers in psychology · 2024Review
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Authors and funding
6 authors.
Funding
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Abstract
This study examined the relationship between the quality of the kindergarten physical and social environment to promote physical activity (PA) and preschoolers' motor and social-emotional competence. Two Portuguese kindergartens (Gondomar city) were selected from a pool of seventeen with an assessment of kindergarten PA best practices (one with high PA practices, the other with low). Thirty-six children (M = 4.42; SD = 1.00 years) without neuromotor disorders participated in this study. Motor and social-emotional competence were assessed with standardized motor skills tasks and parent report of child behaviors. Children from the kindergarten with higher compliance with PA best practices showed significantly better motor competence. No statistically significant differences were found for social-emotional competence scores. These findings emphasize the critical importance of kindergarten in promoting preschoolers' motor competence by assuring a physical and social environment that enhances their PA practice. This is a particularly relevant concern for directors and teachers during the post-pandemic period, given the developmental delays and decreases in physical activity preschool children experienced across the pandemic period.
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