GENDER DIFFERENCES IN SOCIAL EMOTIONAL DEVELOPMENT AND PHYSICAL ACTIVITY LEVEL IN PRESCHOOL CHILDREN

Abstract

Preschool period is a time of significant transition in a child"s life. Children learn and master motor abilities that help them interact and communicate with their social environment. The purpose of this study was to investigate differences between genders, regarding social emotional development and physical activity level. In order to obtain necessary dana parents of preschool children were asked to complete questionnaires assessing social emotional development of their children (ASQ:SE-2, Squires, Bricker & Twombly, 2015) and a questionnaire about physical activity (NPAQ, Božanić, 2011) of their children. Obtained results show a statistically significant gender differences both in physical activity and social emotional development. Girls were assessed as having higher level of social. emotional development than boys.
According to parental assessments, physical activity in general, was in favor of boys, who are more physically active then girls.

Full text

8th International Scientific Conference on Kinesiology, 2017, Opatija, Croatia
530
Kinesiology and Social Sciences
GENDER DIFFERENCES IN SOCIAL EMOTIONAL DEVELOPMENT
AND PHYSICAL ACTIVITY LEVEL IN PRESCHOOL CHILDREN
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Abstract
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them interact and communicate with their social environment. The purpose of this study was to investigate differences
between genders, regarding social emotional development and physical activity level. In order to obtain necessary data
parents of preschool children were asked to complete questionnaires assessing social emotional development of their
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According to parental assessments, physical activity in general, was in favor of boys, who are more physically active
then girls.
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Introduction
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of movement and balance, and is thought to be the most important for daily functioning and the ability to move and act
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increasing ability for purposeful and harmonious use of own body to move in space which includes coordination of
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progress very fast. Appropriate motor stimulation for preschool children includes a systematic sequence of activities
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environment, and compatibility of motion and movement, manipulation as well as, in learning how to control subjects and
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and ways of expressing emotions and their control. Social development involves the development of behavioral patterns
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experiences are emotions which motivate cognition and behavior and regulate physiological, cognitive and behavioral
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531
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There is a growing body of evidence to support the positive association between physical activity and human
development. Studies show that most preschool children, who participate in sports and are physically active in childhood,
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the development and maintenance of human capabilities throughout life, which means that it is an important factor in
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emotional development as well. Enabling early start in developmentally appropriate physical activities for children will
provide the foundation for managing a healthy lifestyle and the acquisition of more complex motor skills necessary in
life, with the help of cubes, games and sports activities. It is important to teach children that movement is crucial, since
movement will also provide an opportunity for the various options later in life. The purpose of this study was to investigate
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Methods and procedures
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emotional development and in the level of their physical activity. The hypotheses are: girls and boys of the same age will
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In order to obtain necessary data, two questionnaires were administered to parents of preschool children who attend
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and support from the research leaders.
Measures
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communication, adaptive functioning, autonomy, affect and interpersonal interaction. The questionnaire is used to
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children. Some of the activities are closely related to physical activities such as sports, while some are closely associated
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level of activity from 26 to 35 points.

8th International Scientific Conference on Kinesiology, 2017, Opatija, Croatia
532
Kinesiology and Social Sciences
Results
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KDYHQRUPDOOHYHORIVRFLRHPRWLRQDOGHYHORSPHQWZKLOHKDYHPRQLWRUOHYHODQGKDYHUHIHUOHYHO
)LJXUH'LVWULEXWLRQRIUHVXOWVIRU$646(DQG13$4E\JHQGHU
5HVXOWVDOVRVKRZWKDWPRVWRIWKHFKLOGUHQKDYHPHGLXPDQGKLJKOHYHORISK\VLFDODFWLYLW\DQGORZ
level of activity has only 0,4% of children.
3K\VLFDODFWLYLW\OHYHORIFKLOGUHQZDVPRVWO\PHGLXPRUKLJK0RVWO\ER\VDUHRQDUHIHUOHYHORIVRFLDOHPRWLRQDO
GHYHORSPHQWZKLOHJLUOVDUHRQWKLVOHYHO0RQLWRUOHYHORIVRFLDOHPRWLRQDOGHYHORSPHQWZDVDOPRVWHTXDO
EHWZHHQJHQGHUV0DMRULW\RIJLUOVZHUHRQW\SLFDOOHYHORIVRFLDOHPRWLRQDOGHYHORSPHQW5HIHUOHYHORIVRFLDO
HPRWLRQDOGHYHORSPHQWPHDQVWKDWWKHGHYHORSPHQWLVQRWDFFRUGLQJWRWKHFKLOG¶VDJHDQGVKRXOGEHDFFHVVHG0RQLWRU
level of social emotional development means that the level is not yet to be referred to, but needs to be constantly monitored.
,QPDMRULW\ER\VZHUHDVVHVVHGDVKDYLQJDKLJKSK\VLFDODFWLYLW\OHYHO
7DEOH,QGHSHQGHQWVDPSOHVWHVWEHWZHHQJHQGHUVDFFRUGLQJWR$646(VFRUHV
Independent Samples Test
Levene’s Test for
Equality of Variances t-test for Equality of Me ans
F Sig. t df Si g.
(2-tailed)
Mean
Difference
Std. Error
Difference
95% Conf idence Inte rval
of the Dif ference
Lower Upper
ASQ:SE-2
Equal var
assumed 9, 848 ,002 -1,536 447 ,125 -,062 ,0 40 -,141 ,017
Equal
var not
assumed
-1,583 442,215 ,114 -,062 ,039 -,139 ,015
,QRUGHUWRFKHFNZKHWKHUWKHUHLVDVWDWLVWLFDOO\VLJQL¿FDQWGLIIHUHQFHLQWKHVRFLDOHPRWLRQDODQGDFWLYLW\OHYHO
RIJLUOVDQGER\VLQGHSHQGHQWVDPSOHVWWHVWZDVFRQGXFWHG$VWDWLVWLFDOO\VLJQL¿FDQWGLIIHUHQFHLQVRFLDOHPRWLRQDO
GHYHORSPHQWEHWZHHQER\VDQGJLUOVZDVIRXQGLQWKLVVWXG\7DEOH7KHUHVXOWVLQGLFDWHWKDWJLUOVKDYHDKLJKHUOHYHO
RIVRFLDOHPRWLRQDOGHYHORSPHQWWKHQER\V7KHUHLVDOVRDVWDWLVWLFDOO\VLJQL¿FDQWGLIIHUHQFHLQSK\VLFDODFWLYLW\OHYHO
EHWZHHQER\VDQGJLUOV7DEOH%R\VZHUHRQWKHDYHUDJHDVVHVVHGE\WKHLUSDUHQWVDVPRUHSK\VLFDOO\DFWLYH
WKDQJLUOV)LJXUH

௅th$QQLYHUVDU \௅
533
Kinesiology and Social Sciences
7DEOH,QGHSHQGHQWVDPSOHVWHVWEHWZHHQJHQGHUVDFFRUGLQJWR13$4VFRUHV
Independent Samples Test
Levene’s Test for
Equality of Variances t-test for Equality of Me ans
F Sig. t df Si g.
(2-tailed)
Mean
Difference
Std. Error
Difference
95% Conf idence Inte rval
of the Dif ference
Lower Upper
NPAQ
Equal var
assumed 7,853 ,0 05 -2,064 4 45 ,040 -,09868 ,0 4782 -,19266 -,00471
Equal
var not
assumed
-2,069 4 30,037 ,039 -,0986 8 ,04769 -,19242 -,00495
Discussion
Obtained results are expected in the cultural framework. Across the cultures boys are usually more involved in
different kinds of physical activities while girls are dominantly more involved in sedentary activities. Although such
UHVXOWVFRUUHVSRQGZLWKWKRVHREWDLQHGLQSUHYLRXVVWXGLHV*U¡QWYHGHWDO7HOIRUGHWDOZHGRQRWNQRZ
ZKHWKHUWKHVHGLIIHUHQFHVDUHSULPDULO\FDXVHGE\VRFLRFXOWXUDORUELRORJLFDOIDFWRUV3UHYLRXVVWXGLHVKDYHVKRZQIRU
instance that the play of preschool boys usually involves a higher level of activity and that preschool boys tend to play in
ODUJHUJURXSVWDNHJUHDWHUULVNVDQGKDYHPRUHERGLO\FRQWDFWWKDQSUHVFKRROJLUOV'L3LHWURHWDO
Conclusion
,IZHZDQWWRHPSKDVL]HWKHLPSRUWDQFHRISK\VLFDODFWLYLW\LQFKLOGUHQCVGHYHORSPHQWZHVKRXOGWU\WRDYRLGVRFLDO
cultural or other differences which impact their physical activity, and try to give children the freedom to play and be
physically active. Based on our results, we recommend that an extra effort is to be given to encourage physical activity
DPRQJJLUOVIURPDQHDUO\DJH7KHIRFXVVKRXOGEHRQH[SDQGLQJWKHYDULHW\RIDFWLYLWLHVWKDWDUHRIIHUHGLQWKHFKLOG¶V
environment. We need to pay attention to equality of support and opportunities for both boys and girls.
Acknowledgments
7KLVSDSHULVDSDUWRIWKHUHVHDUFKSURMHFW³0RWRUVNLOOVRISUHVFKRROFKLOGUHQ´>8,3@IXQGHGE\WKH
&URDWLDQ6FLHQFH)RXQGDWLRQ
References
1. %RåDQLü$9UHGQRYDQMHLDQDOL]DUD]YRMDPRWRULþNLK]QDQMDXULWPLþNRMJLPQDVWLFL'RNWRUVNDGLVHUWDFLMD.LQH]LRORãNL
IDNXOWHW6YHXþLOLãWHX6SOLWX
2. %UDMãDäJDQHF$Dijete i obitelj. Naklada Slap. Jastrebarsko.
3.
&DUGRQ*YDQ&DXZHQEHUJKH(GH%RXUGHDXGKXLM,3K\VLFDODFWLYLW\LQLQIDQWVDQGWRGGOHUV5HLOO\--WRSLFHG,Q
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4. &OLII'3-DQVVHQ;/HYHOVRIKDELWXDOSK\VLFDODFWLYLW\LQHDUO\FKLOGKRRG5HLOO\--WRSLFHG,Q7UHPEOD\5(
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5. 'L3LHWUR-$5RXJKDQGWXPEOHSOD\$IXQFWLRQRIVH['HYHORSPHQWDO3V\FKRORJ\.
6. ûXWXULü13VLKRPRWRULþNLUD]YRMGMHWHWDXSUYHGYLMHJRGLQH. Naklada Slap. Jastrebarslo.
7.
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8th International Scientific Conference on Kinesiology, 2017, Opatija, Croatia
534
Kinesiology and Social Sciences
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birth to five years. Reston.
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