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

Aizikovitsh-Udi, E., & Cheng, D. (2015). Developing critical thinking skills from dispositions to abilities: Mathematics education from early childhood to high school. Creative Education, 6(04), 455. https://doi.org/10.4236/ce.2015.64045

Akinoglu, O., & Karsantik, Y. (2016). Pre-service teachers’ opinions on teaching thinking skills. International Journal of Instruction, 9(2), 61–76. https://doi.org/10.12973/iji.2016.925a

Alvarez-Nuñez, L., González, M., Rudnitzky, F., & Vásquez-Echeverría, A. (2020). Psychometric properties of the Spanish version of the Ages & Stages Questionnaires: Social-Emotional in a nationally representative sample. Early Human Development, 149, 105157. https://doi.org/10.1016/j.earlhumdev.2020.105157

Aubrey, C., Ghent, K., & Kanira, E. (2012). Enhancing thinking skills in early childhood. International Journal of Early Years Education, 20(4), 332–348. https://doi.org/10.1080/09669760.2012.743102

Breaux, R. P., Harvey, E. A., & Lugo-Candelas, C. I. (2016). The role of parent psychopathology in emotion socialization. Journal of Abnormal Child Psychology, 44(4), 731–743. https://doi.org/10.1007/s10802-015-0062-3

Burns, R. D., Fu, Y., & Podlog, L. W. (2017). School-based physical activity interventions and physical activity enjoyment: A meta-analysis. Preventive Medicine, 103, 84–90. https://doi.org/10.1016/j.ypmed.2017.08.011

Cairney, J., Dudley, D., Kwan, M., Bulten, R., & Kriellaars, D. (2019). Physical literacy, physical activity and health: Toward an evidence-informed conceptual model. Sports Medicine, 49(3), 371–383. https://doi.org/10.1007/s40279-019-01063-3

Chaddock-Heyman, L., Erickson, K. I., Voss, M., Knecht, A., Pontifex, M. B., Castelli, D., Hillman, C. H., & Kramer, A. (2013). The effects of physical activity on functional MRI activation associated with cognitive control in children: A randomized controlled intervention. Frontiers in Human Neuroscience, 7, 72. https://doi.org/10.3389/fnhum.2013.00072

Chen, C. Y., Xie, H., Filgueiras, A., Squires, J., Anunciação, L., & Landeira-Fernandez, J. (2017). Examining the psychometric properties of the Brazilian Ages & Stages Questionnaires-Social-Emotional: Use in public child daycare centers in Brazil. Journal of Child and Family Studies, 26(9), 2412–2425. https://doi.org/10.1016/j.earlhumdev.2020.105157

Cho, S. Y., & Roh, H. T. (2019). Taekwondo enhances cognitive function as a result of increased neurotrophic growth factors in elderly women. International Journal of Environmental Research and Public Health, 16(6), 962. https://doi.org/10.3390/ijerph16060962

Costa, S., Bianco, A., Polizzi, V., & Alesi, M. (2020). Happiness in physical activity: A longitudinal examination of children motivation and negative affect in physical activity. Journal of Happiness Studies, 22(4), 1643–1655. https://doi.org/10.1007/s10902-020-00289-7

Denham, S. A., Bassett, H. H., & Wyatt, T. (2015). The socialization of emotional competence. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 590–613). New York: The Guilford Press.

Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28(2), 67–91. https://doi.org/10.1007/s10935-007-0081-0

Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4

Ennis, R. H., Millman, J., & Tomko, T. N. (2005). The Cornell Critical Thinking Tests, Level X and Z (revised). Midwest Publication.

Fernández-Santín, M., & Feliu-Torruella, M. (2020). Developing critical thinking in early childhood through the philosophy of Reggio Emilia. Thinking Skills and Creativity, 37, 100686. https://doi.org/10.1016/j.tsc.2020.100686

Franco, M. D. G., Beja, M. J., Candeias, A., & Santos, N. (2017). Emotion understanding, social competence and school achievement in children from primary school in Portugal. Frontiers in Psychology, 8, 1376. https://doi.org/10.3389/fpsyg.2017.01376

Frank, M. L., Flynn, A., Farnell, G. S., & Barkley, J. E. (2018). The differences in physical activity levels in preschool children during free play recess and structured play recess. Journal of Exercise Science & Fitness, 16(1), 37–42. https://doi.org/10.1016/j.jesf.2018.03.001

Gao, Z., Zeng, N., Pope, Z. C., Wang, R., & Yu, F. (2019). Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children. Journal of Sport and Health Science, 8(2), 106–113. https://doi.org/10.1016/j.jshs.2018.12.001

Gordon, E. S., Tucker, P., Burke, S. M., & Carron, A. V. (2013). Effectiveness of physical activity interventions for preschoolers: A meta-analysis. Research Quarterly for Exercise and Sport, 84(3), 287–294. https://doi.org/10.1080/02701367.2013.813894

Heo, K. H., & Squires, J. (2012). Cultural adaptation of a parent completed social emotional screening instrument for young children: Ages and stages questionnaire-social emotional. Early Human Development, 88(3), 151–158. https://doi.org/10.1016/j.earlhumdev.2011.07.019

Hujar, J., & Matthews, M. S. (2021). Teacher perceptions of the primary education thinking skills program. Roeper Review, 43(3), 187–196. https://doi.org/10.1080/02783193.2021.1923594

Hyndman, B., Winslade, M., & Wright, B. (2020). Physical activity and learning. Health and Education Interdependence (pp. 179–204). Singapore: Springer. https://doi.org/10.1007/978-981-15-3959-6_10

Ip, P., Rao, N., Bacon-Shone, J., Li, S. L., Ho, F. K. W., Chow, C. B., & Jiang, F. (2016). Socioeconomic gradients in school readiness of Chinese preschool children: The mediating role of family processes and kindergarten quality. Early Childhood Research Quarterly, 35, 111–123. https://doi.org/10.1016/j.ecresq.2015.10.005

Kain, J., Leyton, B., Concha, F., Close, M., Soto-Sánchez, J., & Salazar, G. (2017). Preschool children’s physical activity intensity during school time: Influence of school schedule. Preventive Medicine Reports, 8, 6–9. https://doi.org/10.1016/j.pmedr.2017.07.011

Kılıç, S. (2015). Emotional competence and emotion socialization in preschoolers: The viewpoint of preschool teachers. Educational Sciences: Theory & Practice, 15(4), 1007–1020. https://doi.org/10.12738/estp.2015.4.2529

Kwan, Y. W., & Wong, A. F. (2015). Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators. International Journal of Educational Research, 70, 68–79. https://doi.org/10.1016/j.ijer.2015.02.006

Leach, S. M., Immekus, J. C., French, B. F., & Hand, B. (2020). The factorial validity of the Cornell Critical Thinking Tests: A multi-analytic approach. Thinking Skills and Creativity, 37, 100676. https://doi.org/10.1016/j.tsc.2020.100676

Lippi, G., Mattiuzzi, C., & Sanchis-Gomar, F. (2020). Updated overview on interplay between physical exercise, neurotrophins, and cognitive function in humans. Journal of Sport and Health Science, 9(1), 74–81. https://doi.org/10.1016/j.tics.2013.08.001

Lubans, D., Richards, J., Hillman, C., Faulkner, G., Beauchamp, M., Nilsson, M., & Biddle, S. (2016). Physical activity for cognitive and mental health in youth: A systematic review of mechanisms. Pediatrics, 138(3), e20161642. https://doi.org/10.1542/peds.2016-1642

Maguire, L. K., Niens, U., McCann, M., & Connolly, P. (2016). Emotional development among early school-age children: Gender differences in the role of problem behaviours. Educational Psychology, 36(8), 1408–1428. https://doi.org/10.1080/01443410.2015.1034090

Miskolczi, C., Halász, J., & Mikics, É. (2019). Changes in neuroplasticity following early-life social adversities: The possible role of brain-derived neurotrophic factor. Pediatric Research, 85(2), 225–233. https://doi.org/10.1038/s41390-018-0205-7

Mutohir, T. C., Kusnanik, N. W., Hidayati, S., & Mukminin, A. (2019). Critical thinking skills based of physical activities learning model for early childhood. The Journal of Social Sciences Research, 5(3), 738–755.

Ploughman, M. (2008). Exercise is brain food: The effects of physical activity on cognitive function. Developmental Neurorehabilitation, 11(3), 236–240. https://doi.org/10.1080/17518420801997007

Roberts, A., LoCasale-Crouch, J., Hamre, B., & DeCoster, J. (2016). Exploring teachers’ depressive symptoms, interaction quality, and children’s social-emotional development in Head Start. Early Education and Development, 27(5), 642–654. https://doi.org/10.1080/10409289.2016.1127088

Rodriguez-Ayllon, M., Cadenas-Sanchez, C., Estevez-Lopez, F., Munoz, N. E., Mora-Gonzalez, J., Migueles, J. H., Molina-García, P., Henriksson, H., Mena-Molina, A., Martínez-Vizcaíno, V., Catena, A., Löf, M., Erickson, K. I., Lubans, D. R., Ortega, F. B., & Esteban-Cornejo, I. (2019). Role of physical activity and sedentary behavior in the mental health of preschoolers, children and adolescents: A systematic review and meta-analysis. Sports Medicine, 49, 1383–1410. https://doi.org/10.1007/s40279-019-01099-5

Roscoe, C. M., James, R. S., & Duncan, M. J. (2019). Accelerometer-based physical activity levels, fundamental movement skills and weight status in British preschool children from a deprived area. European Journal of Pediatrics, 178(7), 1043–1052. https://doi.org/10.1007/s00431-019-03390-z

Schembri, R., Quinto, A., Aiello, F., Pignato, S., & Sgrò, F. (2019). The relationship between the practice of physical activity and sport and the level of motor competence in primary school children. Journal of Physical Education and Sport, 19, 1994–1998. https://doi.org/10.7752/jpes.2019.s5297

Scrimgeour, M. B., Davis, E. L., & Buss, K. A. (2016). You get what you get and you don’t throw a fit!: Emotion socialization and child physiology jointly predict early prosocial development. Developmental Psychology, 52(1), 102–116. https://doi.org/10.1037/dev0000071

Squires, J., Bricker, D., & Twombly, E. (2002). Ages and stages questionnaires: Social-emotional. Baltimore: Brookes.

Stagnitti, K., Malakellis, M., Kenna, R., Kershaw, B., Hoare, M., & de Silva-Sanigorski, A. (2011). Evaluating the feasibility, effectiveness and acceptability of an active play intervention for disadvantaged preschool children: A pilot study. Australian Journal of Early Childhood, 36(3), 66–72. https://doi.org/10.1177/183693911103600309

Timmons, B. W., Naylor, P. J., & Pfeiffer, K. A. (2007). Physical activity for preschool children – How much and how? Applied Physiology, Nutrition, and Metabolism, 32(S2), 122–134. https://doi.org/10.1139/H07-112

Truelove, S., Bruijns, B. A., Johnson, A. M., Gilliland, J., & Tucker, P. (2020). A meta-analysis of children’s activity during physical education lessons. Health Behavior and Policy Review, 7(4), 292–313. https://doi.org/10.14485/HBPR.7.4.3

Weare, K. (2004). Developing the emotionally literate school. London: Paul Chapman.

Yates, E., & Twigg, E. (2017). Developing creativity in early childhood studies students. Thinking Skills and Creativity, 23, 42–57. https://doi.org/10.1016/j.tsc.2016.11.001