Background/Objectives: Early childhood is a critical period for executive function and broader cognitive development. Physical activity and sleep are modifiable health behaviors that support neurobiological processes underlying learning. While each has been widely examined, research investigating their combined or interactive relationships with learning remains fragmented. This scoping review synthesizes the literature on associations among physical activity, sleep, and cognition in preschool-aged children (3–5 years) and identifies gaps in the integration of these domains. Methods: Electronic databases were searched for peer-reviewed studies published within the past 10 years. Eligible studies included typically developing children aged 3–5 years and examined overlaps between at least two domains: physical activity, sleep, and cognition. Cross-sectional and longitudinal observational studies were included; intervention and review studies, and those conducted during the COVID-19 pandemic, were excluded. Results: Thirty-eight studies met the inclusion criteria. Evidence examining physical activity and sleep was limited and inconsistent. Sleep quality indicators (e.g., sleep efficiency and bedtime regularity) were more often reported to be associated with executive function and broader cognitive outcomes than total sleep duration, which showed variable relationships. Findings linking physical activity and cognition were heterogeneous; however, moderate-intensity and cognitively engaging activities were more often reported in association with executive function than total activity or intensity alone. Conclusions: Findings suggest that sleep quality and characteristics of physical activity may be relevant for preschool cognitive outcomes. Greater integration of these domains is needed, and future research should examine physical activity, sleep, and cognition within a single integrated framework to clarify potential interactive pathways linking these behaviors within this evidence base and to inform physical activity recommendations for early childhood development.
Marichal et al. (Wed,) studied this question.