A study on the Component Isochronic substitution Benefits of 24-hour Activity Behavior on Emotional and Behavioral Problems in Preschool Children

ObjectiveTo explore the association between 24-hour activity behavior and emotional behavior problems using the component data isochronic substitution model, and to analyze the expected changes in emotional behavior problems of preschool children after different activities are substituted for each other. MethodThe physical activity, sedentary and sleep data of 211 preschool children aged 3 to 6 (91 boys and 120 girls) were measured using the ActiGraph wGT3-BT accelerometer, and the emotional and behavioral problems of preschool children were evaluated using the Strengths and Difficulties Questionnaire (SDQ). Descriptive statistical analysis of component data and isochronous substitution were both accomplished using R software. Result1) The MVPA time of preschool children is seriously insufficient. There are significant differences in MVPA between different genders (P < 0. 01). The MVPA time of boys is significantly higher than that of girls. There are significant differences in MVPA (P < 0. 01) and SP (P < 0. 05) among different ages. 2) The abnormal detection rate of the total score of emotional and behavioral problems and difficulties among preschool children was 12. 8%, while the abnormal detection rates of emotional symptoms, conduct problems, hyperactivity and inattentiveness, peer interaction problems, and prosocial behaviors were 13. 8%, 13. 8%, 17. 7%, 21. 4%, and 5. 3% respectively. 3) The simultaneous replacement of LPA, SP, SB at 15 minutes of mVPA and the replacement of SP with LPA would alleviate the emotional and behavioral problems of preschool children (P < 0. 05), while the opposite would aggravate the emotional and behavioral problems of preschool children (P < 0. 05). 4) The substitution results of different behaviors are asymmetrical, that is, emotional and behavioral problems are prone to occur but difficult to alleviate. ConclusionThe distribution of 24-hour activity and behavior time is closely related to the emotional and behavioral problems of preschool children. Although MVPA has the greatest effect on alleviating the emotional and behavioral problems of preschool children, it is more necessary to rationally allocate the influence of the use of each activity and behavior time on the emotional and behavioral problems of preschool children from the overall perspective of 24-hour activity and behavior. In the environments of kindergartens, families and communities, it is emphasized to transform childrens SB and LPA into MVPA, so as to better improve their emotional and behavioral problems.