Abstract: The relationship of physical activities and sedentary behavior with cognitive development of preschool children was summarized through literature review and inductive-deductive method.It is found that 180 min of physical activity per day should be accumulated, including 60 min of moderate to vigorous physical activity and 120 min of outdoor activity.A variety of types of physical activity are required, ranging from hobbies and interests to individualized designs and specific games, which should include basic motor skills as well as specialized skill acquisition.To promote better cognitive development in preschool children, the overall daily duration of sedentary behavior should be controlled, the duration of single sedentary behavior should be limited, and the daily use of recreational electronic screens should be reduced.However, sedentary behavior for learning purposes can be encouraged.Currently, these studies are relatively limited in scope, and future recommendations should focus on the combined effects of multiple physical activity and sedentary behavior types on the effect of cognitive development of preschool children so as to provide a more comprehensive scientific basis for preschool education and health.

Key words: physical activity, sedentary behavior, cognitive development, preschool children

摘要： 通过文献资料法和归纳演绎法等方法对身体活动和静态行为的类型、时长、强度与学龄前儿童认知发展的关系进行研究。研究发现应累积180min/d的身体活动时长,包括60min的中高强度身体活动和120min的户外活动。要求进行多种类型的身体活动,从兴趣爱好、个性化设计和特定游戏等内容开展,应包括基本动作技能及专项性技能学习。为了促进学龄前儿童认知能力更好地发展,应该控制每日总体静态行为时长,限制单次静态行为的时长,减少每日娱乐性电子屏幕的时长,可鼓励以学习为目的的静态行为。目前,以上研究相对单一独立化,未来建议应重点关注多种身体活动和静态行为类型对学龄前儿童认知发展的综合影响,为学龄前儿童教育和健康提供更全面的科学依据。

关键词: 身体活动, 静态行为, 认知发展, 学龄前儿童