Factors influencing sedentary behavior and its impact on early childhood psychomotor skills

• Published in: Retos (Madrid) 2024-01, Vol.61 (61), p.130-140
• Main Authors: Wahyuni, Dewi, Nasuka, Nasuka, Setyawati, Heny, Sulaiman, Sulaiman, Pratama, Rivan Saghita
• Format: Article
• Language: English
• Subjects: early childhood education; psychomotor development; sedentarearly childhood; sedentary behavior
• ISSN: 1579-1726; 1988-2041; 1988-2041
• DOI: 10.47197/retos.v61.108879

Sedentary behavior can negatively impact motor and cognitive coordination in early childhood. This study explores the factors that influence sedentary behavior on early childhood psychomotor development. This research method uses a quantitative approach with a survey design and involves a sample of 400 early childhood education teachers. Data were collected through questionnaires distributed using Google Forms. Data analysis was carried out using descriptive and inferential statistics with the Partial Least Square (PLS) approach. The results of the analysis show that the factors of physical activity (β = -0.222), parental digital understanding (β = -0.109), physical activity support facilities (β = -0.080), parental involvement (β = -0.094), teacher competence (β = -0.128), and teacher digital competence (β = -0.235) have a negative correlation with sedentary behavior of early childhood, which means that the higher the factor, the lower the sedentary behavior. Sedentary behavior negatively affects motor coordination (β = -0.552) and child psychology (β = -0.545) increasing the risk of psychological problems such as anxiety and depression. Meanwhile, early childhood characteristics and technology did not have a major influence on early childhood sedentary behavior. The importance of awareness of sedentary behavior requires the creation of a physical activity program for children that involves parents. Keywords: sedentary behavior, psychomotor development, early childhood, early childhood education.