A review of contemporary studies on the integration of psychological and physical development in preschool children

The article presents a review of contemporary research on the relationship between psychological and physical development in preschool children. The analysis is grounded in the classical concepts of J. Piaget (La psychologie de l’intelligence, 1947; together with B. Inhelder — The Psychology of the Child, 1966), H. Wallon (Les origines du caractère chez l’enfant, 1941), the ecological approach of J. Gibson (The Ecological Approach to Visual Perception, 1979), as well as the dynamic systems theory of E. Thelen and L. Smith (1994). Neuropsychological and neuroimaging data are considered, showing the joint activation of brain structures during the performance of cognitive and motor tasks. Recent empirical studies confirm the long-term impact of motor development on cognitive functions and academic outcomes. Special attention is paid to pedagogical practices, such as the studies of K. Mavilidi (2015, 2018) and the Jump Start project led by A. Veldman and colleagues (2023), which demonstrate the effectiveness of integrating physical activity with cognitive tasks. The article emphasizes the significance of physical education as a foundation for cognitive growth, emotional self-regulation, and motor competence in preschool children.