Digital and Physical Influences in Early Childhood: Understanding Sedentary Behavior and Psychomotor Development

Abstract

This study investigates the digital and physical factors influencing sedentary behavior and psychomotor development in early childhood. Utilizing a sample of early childhood educators in West Java, Indonesia, the research employs Structural Equation Modeling-Partial Least Squares (SEM-PLS) to analyze the relationships between parental involvement, parental digital behavior, teacher digital literacy, physical activity levels, sedentary behavior, motor coordination, and psychological development in young children. The results reveal significant impacts of teacher digital literacy and physical activity levels on sedentary behavior, which in turn significantly affects both motor coordination and psychological development. Parental digital behavior and involvement also show notable influences on sedentary behavior. The study underscores the importance of balancing digital and physical activities to foster optimal psychomotor development in early childhood. These findings highlight critical areas for educational policies and parental practices to mitigate the negative effects of sedentary behavior and promote healthier developmental outcomes. This research contributes to a deeper understanding of how modern lifestyle factors intersect with early childhood development, providing actionable insights for educators, policymakers, and parents.