{"paper_id":"37bf00aa-809a-4f9c-9a21-e304fa9ca425","body_text":"Bridging Home and Kindergarten for Preschool Physical Activity: A Mixed-Methods Study of Urban Family–School Partnerships in China | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Bridging Home and Kindergarten for Preschool Physical Activity: A Mixed-Methods Study of Urban Family–School Partnerships in China Yang Wei, Zhaolong Chen, Tongyan Cao, Licheng Zhu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6767872/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract An increasing body of research has identified insufficient physical activity in early childhood as a global developmental and health concern. This study investigates how collaborative practices between families and kindergartens influence children’s physical activity in early childhood settings. Grounded in Bronfenbrenner’s ecological systems theory and the overlapping spheres of influence framework, a mixed-methods design was employed, incorporating surveys, interviews, and classroom observations at Kindergarten in China. The findings identify four prominent problems: superficial parents–teachers' exercise goals alignment, one-way, instructor-led communication, ineffective home and school resource allocation, and occasional, homogeneous collaborative exercise activities. All these problems are based on systemic limitations, such as a lack of teacher training, parental knowledge deficits, rigid institutional mechanisms, and a lack of technology uptake. As a response, the study suggests four main strategies: shared values' coproduction, cross-sectoral resource aggregation, two-way digital communication, and AI-assisted personalized interventions. The research adds empirical knowledge and practical advice to the developing conversation of family–school partnerships and presents realistic avenues to enhance the quality and fairness of early childhood exercise promotion. Humanities/Health humanities Social science/Education Social science/Sociology Early Childhood Education Physical Activity Home–School Collaboration Family Engagement Kindergarten Practices Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 1 Introduction Insufficient physical activity (PA) during early childhood has emerged as a significant global public health concern. According to the World Health Organization (2022), over 80% of adolescents and a substantial proportion of younger children fail to meet minimum PA standards, contributing to rising rates of obesity and delayed motor development. In China, this issue has been formally addressed in the national 14th Five-Year Plan for Preschool Education Development, which emphasizes PA as a developmental priority alongside cognitive and emotional readiness (Ministry of Education of China, 2021). This policy context reflects growing awareness that early movement behaviors serve as foundational cornerstones for lifelong physical and mental health. The promotion of young children’s PA requires a theoretical framework that captures both ecological complexity and relational dynamics. Bronfenbrenner’s ecological systems theory (2013), as recently revised by Hayes et al. (2022), highlights the mesosystem as a key site of interaction between family and institutional agents in shaping developmental outcomes. Complementarily, Epstein and Sanders (2000) revisit the model of overlapping spheres of influence, reaffirming that family–school partnerships are most effective when responsibilities are shared and culturally responsive. These frameworks underscore that home–kindergarten collaboration is not simply operational, but embedded in broader social ecologies and power relationships. Regular PA is widely recognized as a cornerstone of healthy development in early childhood, contributing to physical fitness, motor skill acquisition, metabolic health, and psychosocial well-being (WHO, 2019; Wu et al., 2024). Despite its importance, a majority of preschool-aged children globally—and particularly in China—fail to meet the WHO-recommended minimum of 180 minutes of daily activity, including at least 60 minutes of moderate-to-vigorous physical activity (MVPA) (Wang et al., 2022).Parents act as primary gatekeepers of children’s physical activity behaviors by modeling active lifestyles, facilitating opportunities for movement, and creating home environments conducive to play (Khozaei & Carbon 2022). Evidence suggests that parental involvement—through support, encouragement, and active participation—can significantly improve young children’s FMS and PA levels (Angawi&Gaissi 2021). However, barriers such as time constraints, low health literacy, and limited resources often impede parental engagement, especially in socioeconomically disadvantaged households (Rao et al., 2022).Preschools and kindergartens offer structured contexts for PA promotion, including dedicated curricula (e.g., FunMoves), teacher-led games, and free-play opportunities during recess. Numerous intervention studies have demonstrated that when educators are properly trained and supported, school-based PA programs can enhance FMS and overall activity levels (Aubert et al., 2021; Hu et al., 2022). Moreover, the physical design of play spaces, availability of portable equipment, and alignment of school policies with movement goals contribute substantially to activity outcomes (Hesketh et al., 2017). Kindergartens, as structured educational settings, also play a pivotal role in shaping children’s physical activity opportunities through organized play, instructional design, and facility provision. Yet, research increasingly suggests that neither family nor kindergarten-based strategies alone are sufficient. A more promising approach involves coordinated efforts between home and kindergarten, where parents and educators collaborate to promote consistent and reinforced physical activity experiences. Understanding how such collaborative efforts work—and under what conditions they are most effective—is essential for both policy and practice.Although existing studies recognize the potential of home–school collaboration, research remains fragmented in two key respects. First, while digital technologies are increasingly integrated into early childhood education, few studies have critically assessed their role in supporting physical activity across home and school boundaries (Wilke et al., 2024). Second, while social capital has long been theorized as a driver of educational engagement, its application in promoting PA—especially among marginalized or digitally excluded families—remains underdeveloped (Gamoran et al., 2021). These gaps limit the field’s capacity to address inequities and design scalable, inclusive strategies. Despite the well-documented influence of both family and educational environments on young children’s physical activity behaviors, there remains a notable gap in research that explicitly addresses their intersection. In particular, limited attention has been given to how home–kindergarten collaboration can be systematically structured and optimized to enhance physical activity among preschool-aged children, especially in the context of China’s rapidly evolving educational landscape. This study aims to address existing limitations by integrating multidisciplinary perspectives from education, public health, and exercise science to answer the following research questions: How do families and kindergartens in urban China collaboratively implement physical activity (PA) initiatives, and what barriers hinder the formation of equitable and sustained home–school partnerships? This study seeks to examine how home–kindergarten collaboration influences preschoolers’ physical activity within the Chinese context. By integrating perspectives from educational and sport sciences, it aims to inform future research, guide educational and health policy, and support evidence-based practices in early childhood settings. 2 Literature Review The conceptual foundation for home–kindergarten collaboration in promoting PA among preschoolers integrates multiple theoretical perspectives. Bronfenbrenner’secological systems theory positions children within nested developmental contexts, where the mesosystem—interactions between home and school—plays a pivotal role in shaping behavior (Tudge et al., 2009). Within this structure, family–school collaboration is not incidental but a dynamic ecological linkage. Epstein's (2000) model of overlapping spheres of influence supports this by highlighting shared obligation and cross-environment reinforcement between educational institutions and households. The success of collaboration depends on the quality of overlap and coherence between the environments. Social capital theory further grounds this by drawing attention to the norms, trust, and networks that promote cooperative interaction across settings (Putnam, 2020). When kindergartens and households share social capital, the former are well-equipped to facilitate long-term PA engagement. In addition, behavior change frameworks—specifically the COM-B system (Michie et al., 2014)—offer practical mechanisms. COM-B suggests that behavior is an outgrowth of capability, opportunity, and motivation interaction. For home-school promotion of PA, parents and teachers need to co-create physical spaces and conditions that increase children's physical capabilities (e.g., motor skills), broaden the availability of options (e.g., space and time for movement), and enhance motivation (e.g., enjoyment and encouragement). Instead of considering each of these theories separately, their synthesis underpins an integrated understanding of PA engagement as ecologically organized, socially supported, and behaviorally mediated. An inquiry within the China National Knowledge Infrastructure (CNKI) with the keywords \"home–kindergarten collaboration,\" \"early childhood physical activity,\" and \"family engagement\" in titles, abstracts, or subject headings returned 978 records between 2000 and 2025. The same keywords under the same period also yielded the same results in a search of the Web of Science. These numbers speak to the rising scholarly and policy attention given to early childhood PA, specifically the collaboration between institutions in advancing comprehensive child development. Keeping up with this fast-moving library is crucial, as the latest evidence across education, health policy, and family studies continues to transform our knowledge of the complex dynamics between physical well-being and institutions. Theoretical and practical frameworks of \"home–kindergarten collaboration\" frame the complex interplay between family environments, institutional spaces, and cultural expectations shaping the physical engagement possibilities for young children. When the physical is not just a motor activity in early childhood settings, a growing awareness is implicit concerning the multidimensional cognitive, emotional, and associational concomitants of physical activity. The framing of the current article under the concept of “home–kindergarten collaboration” underscores the need for a critical balance between family commitment, kindergarten facilitating conditions, and general sociocultural values such as achievement orientation, discipline, and health orientation to ensure that children's physical development is supported equitably across settings. Besides, the inclusion of physical literacy, parental self-efficacy, and inclusive communication in the design of early childhood education policy and pedagogy is vital to ensure sustainable, equitable engagement. Embedding collaborative frameworks with a commitment to both professional expertise and family inputs can maximize well-being for the child, empower parental agency, and narrow health disparity in early childhood. In this regard, home–school partnerships are an underpinning mechanism for advancing educational equity and crafting lifelong habits of movement and well-being. Recent empirical evidence shows general agreement with home–school cooperation in the promotion of PA, yet implementation is still piecemeal and shallow. One persistent problem is misalignment of goals: parents and teachers frequently agree with physical health, yet very few of their representatives state or act towards more overall PA goals such as motor development, emotional management, or social skills (Mbhiza&Nkambule, 2022). Asymmetry of communication also occurs. Teachers issue activity advice primarily through digital sources, with parents passively receiving and performing \"movement homework\" without two-way communication or collaborative planning (Wildmon et al., 2024). As a result, involvement is frequently collapsed to a compliance model, eroding genuine involvement. Symbolic involvement through festivals-like activities (e.g., sport's days) can also dominate educational quality. Research finds that such activities, though well-meaning, seldom result in long-term behaviour change or the development of habits (Dalziell&Janssen,2023). Family-based activities, meanwhile, are subject to \"checklist fatigue\", with parents valuing submission over quality interaction. Underlying practices are inequality of resources—in time, space, digital access, and parental knowledge—which impedes inclusive involvement. To resolve such established problems, home–school partnerships must be reconceived as a relational rather than a procedural entity. Effective collaboration for the promotion of PA is determined by interactive factors at three different levels. The level of parental self-efficacy is of particular importance at the individual level. When parents think that they can impact their child's activity, then they are likely to promote and maintain involvement. Research by Mitchell et al. (2021) identified that parental self-efficacy is related to enhanced support for home-based PA, with teacher health promotion confidence predicting enhanced movement incorporation into classroom routines. Leadership support and institutional norms profoundly impact collaboration at the organizational level. Hu et al. (2021) identify that preschools with robust administrative support for family involvement dedicate more time to PA, provide clearer communication protocols, and have staff training. However, limited resources and rigid scheduling often constrain such initiatives, especially in underfunded contexts. At the sociocultural level, deeply embedded values in East Asian education systems often prioritize academic achievement over holistic development, including PA. This tendency can marginalize movement-based learning and reduce time allocated for unstructured play or physical engagement (Zhou,2011). Cultural expectations surrounding discipline, obedience, and educational performance may further discourage child-led exploration or parental advocacy for daily PA routines. In addition, inequities in digital infrastructure and technology access hinder the implementation of inclusive communication strategies between schools and families, disproportionately affecting socioeconomically disadvantaged households (Garvis, Phillipson, Harju-Luukkainen & Sadownik, 2021).Additionally, digital divides reinforce inequity, as families with limited digital access or literacy are excluded from communication channels. Understanding and responding to these multilevel dynamics is essential for designing equitable, effective interventions. Cross-national experiences offer critical lessons for improving China’s home–kindergarten collaboration practices in PA promotion. In Nordic countries, collaborative models are institutionalized within early childhood systems, emphasizing democratic participation, flexible time structures, and physical autonomy (Mbhiza & Nkambule, 2022). Families co-design movement-rich curricula, and schools normalize parent presence without stigma or surveillance. In contrast, Chinese practices often emphasize performance metrics, top-down directives, and limited family voice (Rao, Yang, Su & Cohrssen, 2023). Parents are involved episodically rather than integrally, and digital tools are used more for task compliance than dialogue (Wildmon et al., 2024). 3. Methodology 3.1 Research Objectives This study aims to systematically investigate the implementation of physical activity initiatives for young children within the framework of home–kindergarten collaboration. Specifically, it seeks to (1) assess the effectiveness of joint efforts between families and kindergartens in promoting children’s physical development, (2) identify the key barriers affecting collaborative outcomes, and (3) provide empirical evidence and actionable recommendations to enhance collaborative mechanisms, improve the quality of early childhood physical activities, and support holistic child development. 3.2 Research Setting and Participants The study was conducted at H Kindergarten, a large public early childhood institution located in X County, Jiangsu Province, China. Using convenience sampling, the study recruited kindergarten teachers and the parents of enrolled children as research participants. Most parent respondents were women aged 30–40 years, with educational attainment concentrated at the high school or vocational secondary level. This demographic profile aligns with the family composition typical of urban Chinese kindergartens and allows for meaningful insight into collaboration dynamics within a relatively resource-rich preschool context. 3.3 Research Design and Instruments 3.3.1 Quantitative Method – Questionnaire Survey A self-designed questionnaire was developed to collect quantitative data. The survey comprised several sections covering (a) demographic information of children and parents, (b) parental understanding of physical activity goals, and (c) patterns of parent participation in collaborative activities. The questionnaire underwent reliability and validity checks prior to full deployment to ensure psychometric robustness. Data collected were subjected to descriptive and correlational statistical analysis using SPSS, providing insights into the current status of home–kindergarten collaboration and its influencing variables. 3.3.2 Qualitative Method – Unstructured Interviews To supplement the quantitative results, unstructured interviews with three groups of stakeholders: the PE teacher at the kindergarten, veteran homeroom teachers from various grade levels, and a purposive sample of parents at varying engagement levels, were carried out. To examine participant views regarding collaborative practices, perceived advantages and limitations, and suggestions for enhanced practices, an interview guide structured from survey themes as well as existing literature was used. Through this, participant experiences beyond the scope of the structured survey response were examined more in depth. 3.3.3 Observational Method – Non-participant Observation In order to accumulate actual behavioral data, non-participant observations were carried out during actual home–kindergarten collaborative physical activity sessions. A structured observation checklist was developed based on survey and interview results, with a focus on indicators like activity format, parental engagement, and spatial arrangements. Observations were employed for triangulating survey and interview results as well as for recording contextual factors affecting collaboration quality. 3.3.4 Instruments The survey questionnaire, which had been validated for both reliability and content coverage, was used as the statistical analysis base. Interview Guide: Based both on the empirical literature and pre-questionnaire themes, the guide allowed for open-ended discussion of main concerns. Observation Checklist: The checklist guaranteed standardized and routine recording of the physical activity sessions that were observed. 3.4 Data Analysis Descriptive statistics were used to summarize participant demographics, engagement levels, and perceptions of collaboration effectiveness. Correlation analysis examined potential associations between parental factors (e.g., education level, understanding of activity goals) and participation patterns. Qualitative data from interviews and observations were analyzed thematically, with codes inductively generated to identify recurring patterns and discrepancies across sources. A triangulation strategy was employed to cross-validate findings across the three data streams, enhancing interpretive credibility. All analytical procedures adhered to established principles of quantitative and qualitative rigor. 3.5 Ethical Considerations Ethical integrity was maintained throughout the research process. Informed consent was obtained from all participants following a detailed explanation of the study's aims, procedures, and potential risks. Participation was voluntary and anonymous, and individuals were free to withdraw at any stage. Data were stored securely and used exclusively for academic purposes. The research protocol received internal ethical clearance, and participants' rights and privacy were safeguarded in full compliance with national and institutional ethical guidelines. 4 Findings 4.1 Recognition and Satisfaction with the Home-School Collaboration in Promoting Children's Physical Activities This study, utilizing both a questionnaire survey and interviews, reveals a high degree of alignment in parents' recognition of the home-school collaboration in promoting children's physical activities, as well as a notably high level of satisfaction. Specifically, data analysis, based on the Likert scale, shows that the average score for all dimensions exceeds 4.39 (on a 5-point scale). Among the dimensions, \"Clear division of roles between teachers and parents in physical activities\" received the highest score of 4.47. Over 92% of the respondents expressed agreement or stronger regarding their understanding of roles and the effectiveness of home-school collaboration, with over 54% strongly agreeing (Fig. 4 − 1). Despite these positive findings, a closer examination suggests that the high levels of satisfaction may mask underlying issues of superficiality and formalism. In the \"division of roles\" dimension, 0.79% of respondents strongly disagreed, and 6.51% indicated a neutral stance, pointing to a potential underlying skepticism regarding the practical implementation of the role division. Furthermore, while parents show strong surface-level approval of the kindergarten-led collaboration model, sustained high satisfaction may conceal the formalized nature of family involvement. This could result in the home-school collaboration remaining at a superficial level, diminishing parents' agency and sense of responsibility, and reinforcing a \"kindergarten-dominated\" approach to collaboration. 4.2Goal Alignment in Home-School Collaboration on Children's Physical Activities The results indicate that while parents generally express formal agreement with the goals of kindergarten-led physical activity programs, there exists a significant divergence in deeper conceptual understanding. Survey data show that 70% of parents “strongly agree” that the kindergarten's goals align with their own expectations and believe that these goals fully reflect their children's actual developmental needs. However, qualitative interviews reveal that parents' understanding of the value of physical activity is narrowly concentrated on its role in “promoting children's physical health,” with limited awareness of its broader contributions to social-emotional development and cognitive growth (Fig. 4 − 2). This discrepancy between surface-level alignment and lack of deep understanding suggests a latent misalignment between families and kindergartens regarding the educational objectives of physical activity. Parents’ limited focus on health-related goals may undermine their sustained engagement and support for physical education initiatives. Furthermore, such misalignment in conceptual understanding may lead to inconsistencies between home-based physical activities and the educational principles guiding kindergarten programs, ultimately compromising the comprehensiveness and effectiveness of children's physical development. 3. Forms and Content of Home-School Collaboration in Children's Physical Activities Currently, kindergarten-organized physical activities primarily take the form of large-scale events such as parent–child sports carnivals and open house days, while family-based physical activities are typically delivered through teacher-assigned tasks or interactive games distributed via official social media accounts. Notably, 76.53% of parents express explicit support for external skill-based sports programs, reflecting a growing parental demand for diversified physical activity formats.(Fig. 4 − 3) However, these large-scale events often exhibit a celebratory or festival-like orientation, where educational goals may be overshadowed by entertainment elements. Meanwhile, home-based sports tasks risk becoming perfunctory “checklist” exercises, thus losing their intended pedagogical value. Furthermore, there is evidence of a disconnect in parents’ comprehension of expert content provided via platforms such as \"Youjiao365,\" which disseminates lectures and interactive activities. The high participation rate in off-campus sports training also subtly signals a latent distrust in the quality or effectiveness of in-school physical activity programs. These findings indicate that, despite the dual-track model of home-school collaboration—comprising institutional and domestic domains—true integration remains limited. The absence of seamless coordination results in the fragmentation of the educational intent behind physical activities. Consequently, children’s experiences become monotonous, and essential developmental traits such as creativity and perseverance may be diminished due to the lack of shared educational values between families and kindergartens. 4. Timing and Frequency of Children's Physical Activities in Home-School Collaboration The frequency of parent-child physical activities across different kindergarten classes shows a polarized distribution. Specifically, 33.33% of classes hold 2 sessions, while another 33.33% organize 4 sessions, significantly outnumbering the classes with only 1 (13.33%) or 3 (20%) sessions. The duration of activities is predominantly concentrated in the range of 1–2 hours, with larger events potentially lasting half a day. This stark polarization in frequency and the centralized scheduling of activities highlight a tension between the \"rich planning\" and the \"lack of effectiveness\" in home-school collaboration.(Figure 4-4) Activities are mostly concentrated at the beginning or end of the term, which often conflicts with parents' daily free time. As a result, parental participation tends to be driven by mandatory check-ins rather than intrinsic motivation, creating a tendency towards formalism. Parents typically engage in physical activities only in response to the kindergarten's check-in requirements, revealing that the home-school collaboration remains at the task-completion level, lacking a consistent and interactive mechanism. Over time, both parents and children may lose interest in physical activities, and the activities organized by the kindergarten will fail to achieve the desired outcomes, leading to a limited and ineffective collaborative model. 4.5 Communication Patterns and Interaction Methods in Home-School Collaboration on Children's Physical Activities The study results show that kindergartens are proactive in information dissemination, with teachers performing best in \"active feedback on performance\" and \"communicating via WeChat/phone\" (average scores of 4.5 and 4.3, respectively), where over 60% of teachers “always” engage in these behaviors. Parents also show a relatively high level of initiative in communication (with 60% of parents “always” communicating), but the frequency of using online communication tools is relatively low, with 6.51% of parents “never” using them. This indicates a one-way interaction pattern.(Fig. 4–5) The contrast between teachers’ proactive feedback and the relatively low level of parent-initiated communication highlights a communication model primarily driven by the kindergarten’s output. This one-way communication model may foster dependency among parents, reducing their willingness to actively participate in the educational process. Furthermore, an over-reliance on online tools may marginalize families with elderly caregivers or low digital literacy, creating an imbalance in the reception of information between home and school, and exacerbating the unequal nature of home-school collaboration. 4.6Resource Allocation in Home-School Collaboration The research reveals significant deficiencies in kindergartens' resource provision, including venues, equipment, and professional staffing. Specifically, kindergartens rely heavily on outdoor spaces for organizing parent–child physical activities. In the event of inclement weather, these activities are typically relocated to cramped indoor halls, which severely undermines the quality and effectiveness of the sessions. Regarding equipment, most resources are designed exclusively for children, and during parent-inclusive events, the lack of suitable equipment often restricts parental participation and engagement.(Fig. 4–6) Staffing limitations further hinder the implementation of effective home-school collaboration. The kindergarten studied employs only one full-time physical education teacher, who is responsible for all physical activity programs and lacks specialized training in designing parent-child activities. As a result, activity planning tends to depend heavily on online templates, leading to highly homogenized content and reduced educational innovation.Similarly, family-based educational resources are fragmented and poorly integrated with institutional resources. This lack of integration stems not only from an underdeveloped coordination mechanism but also from a general disregard for the agency of parents. The inefficiency in the allocation and integration of home-school resources restricts the diversity and creativity of children's physical activities and impedes the full potential of collaborative educational efforts. 5 Discussion 5.1Superficial Consensus: Parental Cognition and Satisfaction in Home–School Collaboration The survey uncovers a strong level of parental consensus with the concept of home–school cooperation in physical education in early childhood. Yet this consensus seems shallow, expressing passive assent rather than internalization or engagement. The process—described by the phenomenon of \"high endorsement but shallow understanding\"—can be the product of a top-down diffusion of ideas about education, in which parents simply go along with institutional accounts without taking an active part in shaping them. While levels of satisfaction are said to be high, such satisfaction might be hiding problems of restricted efficacy and ritualization of parental engagement. With the passing of time, such surface agreement threatens the sustainability and authenticity of home–school partnerships. Research should then explore possibilities for enhancing parental understanding and mobilizing parents from passive bystander to active participant in the physical education of children. 5.2 Misalignment in Goal Consensus: A Practical Dilemma Though parents usually assent to the goals of physical activity programs in kindergartens in writing, qualitative evidence supports a considerable gap between their surface-level agreement and their profounder understanding of those goals. Some parents consider physical activity simply as a way to enhance the health of children's bodies, without attending to its secondary functions in the facilitation of socio-emotion regulation, cognitive growth, or regulation of children's behavior. Such a limit in the understanding of goals can lower parents' commitment to regular and targeted engagement. Family and institution goal convergence is not achieved by rhetorical consensus alone—it calls for the creation of two-way communication mechanisms that promote shared understanding and co-constructed educational goals. As an immediate need, future research must address how kindergartens can facilitate the synchronization of home routines with school curricula through planning together, shared terminology, and goal clarification. 5.3 Innovation in Forms and Content: Breaking the Ritual Cycle Current physical activity collaborations between families and kindergartens exhibit a dual-track structure: schools organize large-scale events (e.g., sports days), while families implement informal home-based tasks (e.g., physical activity assignments). However, these tracks often operate in parallel but disconnected ways, resulting in limited educational coherence. Institutional events tend to be ceremonial or festive in nature, while home tasks risk becoming rote checklist activities. This functional fragmentation undermines the continuity and depth of children's physical engagement. There is an urgent need for innovative integration of form and content in collaborative practices—initiatives that bridge the home-school divide and transform activity into a meaningful, ongoing process. Future research could explore co-designed programs in which families contribute to in-school activities, or the development of longitudinal, scaffolded modules that link home and school-based experiences seamlessly. 5.4 Temporal Misalignment and Participation Fatigue The study identifies a pronounced polarization in activity frequency across classes and a tendency for scheduling to cluster around the beginning or end of the academic term. These patterns frequently conflict with parental availability and routines, leading to passive or perfunctory participation. The mismatch between institutional planning and family realities exacerbates participation fatigue and reduces the perceived value of collaboration. Optimizing the temporal and structural design of activities is thus crucial. Future research might investigate flexible models for distributing activities more evenly throughout the term, or hybrid formats that offer multiple modes of participation (e.g., asynchronous digital components, evening or weekend options) to accommodate diverse family needs. 5.5 From One-Way Transmission to Reciprocal Dialogue The current model of collaboration is characterized by unidirectional communication, with kindergartens disseminating information at high frequency but with limited reciprocal interaction. Parents are often passive receivers, and meaningful two-way communication is rare. This imbalance diminishes mutual trust and limits opportunities for co-creation of educational experiences. Future efforts should aim for a reciprocal transformation of communication and interaction modes. Practical interventions could include the development of digital platforms that support asynchronous feedback loops, the inclusion of parental voices in activity planning, and institutional mechanisms for responding to family needs. Cultivating dialogic engagement is critical to achieving a mature and sustainable collaboration model. 5.6 Toward Equitable and Integrated Resource Allocation The study reveals persistent issues in resource imbalance and inefficiency within the home–school collaboration framework. These include limited physical space, inadequate equipment for joint parent–child activities, and insufficient specialized personnel. For example, the presence of only one full-time PE teacher and the reliance on generalist educators without relevant training significantly constrain program design and delivery. Furthermore, family-held resources—such as parent expertise or community connections—remain underutilized and unintegrated into formal programming. Addressing these gaps requires both structural investment (e.g., facility upgrades, staff development) and mechanism design for resource sharing and coordination. Future research should examine how institutional policies and community partnerships can promote synergistic integration of home and school resources to support innovative, inclusive, and sustainable physical activity practices. Conclusions 6.1 Cognition and Satisfaction While both parents and teachers expressed high levels of agreement and satisfaction regarding home–school collaboration in early childhood physical activity, the nature of this agreement appeared largely superficial. Many parents participated in physical activity tasks primarily to fulfill “check-in” requirements, rather than as a means to foster sustained engagement or habit formation in children. This suggests that satisfaction may not translate into authentic or effective collaboration. 6.2 Goal Alignment Although parents and teachers broadly endorsed the importance of physical activity, parents tended to interpret these goals narrowly—focusing mainly on physical health while overlooking the socio-emotional and developmental functions of physical education. Such misalignment may compromise the consistency and depth of parental engagement. 6.3 Activity Design and Content The current model reflects a dual-track system: school-organized large-scale events (e.g., parent–child sports festivals) and home-based tasks (e.g., fitness assignments). However, these formats often lack educational substance—public events prioritize entertainment, and home tasks risk becoming mechanical checklists. Furthermore, more than 70% of parents reported enrolling their children in external sports programs, indicating a level of implicit distrust toward institutional offerings. 6.4 Timing and Frequency The implementation of parent–child physical activities varies significantly across classes. Activities are often concentrated at the beginning or end of the semester, contributing to passive parental participation and a weakened sense of collaboration. 6.5 Communication Patterns Communication remains largely unilateral, with kindergartens issuing frequent instructions and parents responding reactively. This lack of dialogic exchange limits opportunities for meaningful co-construction of activity strategies. 6.6 Resource Allocation Collaborative efforts are constrained by fragmented and imbalanced resources. Facilities and equipment are often ill-suited for joint use by adults and children; staffing is limited (e.g., only one PE specialist); and family resources remain unintegrated. These issues significantly weaken the potential for effective and sustainable collaboration. Although this study has provided an in-depth examination of the current state of home–school collaboration in promoting children's physical activity, certain aspects remain underexplored. The study focused on a single kindergarten in one county, which limits the generalizability of the findings. Broader sampling across diverse institutional and geographic contexts is needed to validate the conclusions and extend their applicability. Although the study employed a mixed-methods approach—including surveys, interviews, and observations—each method presents inherent limitations. Survey data may be affected by respondent bias; interviews are subject to researcher interpretation. Future studies could incorporate experimental designs, case studies, or longitudinal methods to enhance depth and validity. While the study addressed broad trends, it lacked sufficient exploration of internal motivational mechanisms such as parental self-efficacy or intrinsic motivation for involvement in physical activity. These dimensions warrant further investigation to reveal deeper mechanisms driving effective collaboration. Declarations Author Contribution Yang Wei conceptualized the study, designed the methodology, and led data collection. Licheng Zhu also conducted the formal analysis and drafted the original manuscript. Zhaolong Chen and Tongyan Cao contributed to data validation, literature review synthesis, and manuscript editing. Both authors reviewed and approved the final version of the manuscript. References Angawi, K., &Gaissi, A. (2021). Systematic review of setting‐based interventions for preventing childhood obesity. BioMed Research International , 2021 (1), 4477534. Aquilino, W. S. (2005). 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Barriers and facilitators to young children's physical activity and sedentary behaviour: a systematic review and synthesis of qualitative literature. Obesity Reviews , 18 (9), 987-1017. Hu, B. Y., Wu, Z., & Kong, Z. (2022). Family physical activities choice, parental views of physical activities, and Chinese preschool children’s physical fitness and motor development. Early Childhood Education Journal , 1-13. Hu, D., Zhou, S., Crowley-McHattan, Z. J., & Liu, Z. (2021). Factors that influence participation in physical activity in school-aged children and adolescents: a systematic review from the social ecological model perspective. International journal of environmental research and public health , 18 (6), 3147. Khozaei, F., & Carbon, C. C. (2022). On the parental influence on children’s physical activities and mental health during the COVID-19 pandemic. Frontiers in Psychology , 13 , 675529. Mbhiza, H., & Nkambule, T. (2022). Reimagining the needs of rural schools: Teachers' and parents' experiences of parental involvement in school activities. Africa Education Review , 19 (2), 100-115. Mbhiza, H., & Nkambule, T. (2022). Reimagining the needs of rural schools: Teachers' and parents' experiences of parental involvement in school activities. Africa Education Review , 19 (2), 100-115. Michie, S., Atkins, L., & West, R. (2014). The behaviour change wheel. A guide to designing interventions , 1 , 1003-1010. Ministry of Education of the People's Republic of China. (2021). The 14th Five-Year Plan for Preschool EducationDevelopment. http://en.moe.gov.cn/news/press_releases/202203/t20220301_603552.html Mitchell, S. A., & Walton-Fisette, J. (2021). The essentials of teaching physical education: Curriculum, instruction, and assessment . Human Kinetics. Putnam, R. D. (2020). The upswing: How America came together a century ago and how we can do it again . Simon and Schuster. Rao, N., Su, Y., & Gong, J. (2022). Persistent urban–rural disparities in early childhood development in China: The roles of maternal education, home learning environments, and early childhood education. International Journal of Early Childhood , 54 (3), 445-472. Rao, N., Yang, Y., Su, Y., &Cohrssen, C. (2023). Promoting equity in access to quality early childhood education in China. Children , 10 (10), 1674. Tudge, J. R., Mokrova, I., Hatfield, B. E., & Karnik, R. B. (2009). Uses and misuses of Bronfenbrenner's bioecological theory of human development. Journal of family theory & review , 1 (4), 198-210. Wang, Y., He, G., Ma, K., Li, D., & Wang, C. (2022). Preschool children’s physical activity and community environment: a cross-sectional study of two cities in China. International Journal of Environmental Research and Public Health , 19 (22), 14797. Wildmon, M., Anthony, K., & Kamau, Z. (2024). Identifying and navigating the barriers of parental involvement in early childhood education. Current Issues in Education , 25 (1). Wildmon, M., Anthony, K., & Kamau, Z. (2024). Identifying and navigating the barriers of parental involvement in early childhood education. Current Issues in Education , 25 (1). Wilke, A., van Rhijn, T., Squires, K., & Barton, K. (2024). Digital bonds: Exploring the impact of computer-mediated communication on parent–educator relationships in early childhood education and care. Education Sciences , 14 (2), 123. World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. https://www.who.int/publications/i/item/9789241550536 World Health Organization. (2022). Global status report on physical activity 2022. https://www.who.int/publications/i/item/9789240059153 Wu, H., Ruan, H., Eungpinichpong, W., & Zhou, W. (2024). The effects of physical exercise on fitness and emotion in Chinese preschoolers. BMC Public Health , 24 (1), 2407. Zhou, X. (2011). Early childhood education policy development in China. International Journal of Child Care and Education Policy , 5 , 29-39. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {\"props\":{\"pageProps\":{\"initialData\":{\"identity\":\"rs-6767872\",\"acceptedTermsAndConditions\":true,\"allowDirectSubmit\":true,\"archivedVersions\":[],\"articleType\":\"Article\",\"associatedPublications\":[],\"authors\":[{\"id\":475455684,\"identity\":\"daa0b106-e25a-42ca-a9e6-e43ddd2b2e8c\",\"order_by\":0,\"name\":\"Yang Wei\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Nanjing Xiaozhuang University\",\"correspondingAuthor\":false,\"prefix\":\"\",\"firstName\":\"Yang\",\"middleName\":\"\",\"lastName\":\"Wei\",\"suffix\":\"\"},{\"id\":475455686,\"identity\":\"9b8e5627-672a-4083-b350-841e7846e742\",\"order_by\":1,\"name\":\"Zhaolong 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12:08:09\",\"currentVersionCode\":1,\"declarations\":\"\",\"doi\":\"10.21203/rs.3.rs-6767872/v1\",\"doiUrl\":\"https://doi.org/10.21203/rs.3.rs-6767872/v1\",\"draftVersion\":[],\"editorialEvents\":[],\"editorialNote\":\"\",\"failedWorkflow\":false,\"files\":[{\"id\":85731528,\"identity\":\"6d7cb7a3-768a-40d5-8bb3-906e5c7a1670\",\"added_by\":\"auto\",\"created_at\":\"2025-07-01 07:25:33\",\"extension\":\"png\",\"order_by\":1,\"title\":\"Figure 1\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":75453,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eFigure 4-1: Parents’ Recognition and Satisfaction with Home-School Collaboration\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"floatimage1.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6767872/v1/105db441c391ae76bdd10758.png\"},{\"id\":85731529,\"identity\":\"d5648dc3-93b7-42b2-8254-61480191c4a1\",\"added_by\":\"auto\",\"created_at\":\"2025-07-01 07:25:33\",\"extension\":\"png\",\"order_by\":2,\"title\":\"Figure 2\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":27410,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eFigure 4-2: Parents' Perceived Value of Physical Activity for Children\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"floatimage2.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6767872/v1/cd2ab1a05264e36664021724.png\"},{\"id\":85731530,\"identity\":\"d5e352d7-773b-4449-862e-3e9cfc8f722b\",\"added_by\":\"auto\",\"created_at\":\"2025-07-01 07:25:33\",\"extension\":\"png\",\"order_by\":3,\"title\":\"Figure 3\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":32783,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eFigure 4-3: Parental Support for External Skill-Based Sports 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5\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":52210,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eFigure 4-5: Teacher and Parent Communication and Interaction Behaviors\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"6.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6767872/v1/bdf3cc2651518e7f43970ce3.png\"},{\"id\":85732274,\"identity\":\"d0f18c58-b046-408b-94e0-5982963e60d9\",\"added_by\":\"auto\",\"created_at\":\"2025-07-01 07:33:33\",\"extension\":\"png\",\"order_by\":6,\"title\":\"Figure 6\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":31516,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eFigure 4-6: Key Resource Constraints in Home-School Collaboration\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"floatimage6.png\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6767872/v1/6eb542fb636bbeeea55f1152.png\"},{\"id\":91449890,\"identity\":\"26d81b14-c8f2-464b-91af-437c959c8ac3\",\"added_by\":\"auto\",\"created_at\":\"2025-09-16 15:17:08\",\"extension\":\"pdf\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"manuscript-pdf\",\"size\":1277658,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"manuscript.pdf\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-6767872/v1/aa5008ec-44d6-4380-b75a-9e17f541976c.pdf\"}],\"financialInterests\":\"No competing interests reported.\",\"formattedTitle\":\"Bridging Home and Kindergarten for Preschool Physical Activity: A Mixed-Methods Study of Urban Family–School Partnerships in China\",\"fulltext\":[{\"header\":\"1 Introduction\",\"content\":\"\\u003cp\\u003eInsufficient physical activity (PA) during early childhood has emerged as a significant global public health concern. According to the World Health Organization (2022), over 80% of adolescents and a substantial proportion of younger children fail to meet minimum PA standards, contributing to rising rates of obesity and delayed motor development. In China, this issue has been formally addressed in the national 14th Five-Year Plan for Preschool Education Development, which emphasizes PA as a developmental priority alongside cognitive and emotional readiness (Ministry of Education of China, 2021). This policy context reflects growing awareness that early movement behaviors serve as foundational cornerstones for lifelong physical and mental health.\\u003c/p\\u003e \\u003cp\\u003eThe promotion of young children\\u0026rsquo;s PA requires a theoretical framework that captures both ecological complexity and relational dynamics. Bronfenbrenner\\u0026rsquo;s ecological systems theory (2013), as recently revised by Hayes et al. (2022), highlights the mesosystem as a key site of interaction between family and institutional agents in shaping developmental outcomes. Complementarily, Epstein and Sanders (2000) revisit the model of overlapping spheres of influence, reaffirming that family\\u0026ndash;school partnerships are most effective when responsibilities are shared and culturally responsive. These frameworks underscore that home\\u0026ndash;kindergarten collaboration is not simply operational, but embedded in broader social ecologies and power relationships.\\u003c/p\\u003e \\u003cp\\u003eRegular PA is widely recognized as a cornerstone of healthy development in early childhood, contributing to physical fitness, motor skill acquisition, metabolic health, and psychosocial well-being (WHO, 2019; Wu et al., 2024). Despite its importance, a majority of preschool-aged children globally\\u0026mdash;and particularly in China\\u0026mdash;fail to meet the WHO-recommended minimum of 180 minutes of daily activity, including at least 60 minutes of moderate-to-vigorous physical activity (MVPA) (Wang et al., 2022).Parents act as primary gatekeepers of children\\u0026rsquo;s physical activity behaviors by modeling active lifestyles, facilitating opportunities for movement, and creating home environments conducive to play (Khozaei \\u0026amp; Carbon 2022). Evidence suggests that parental involvement\\u0026mdash;through support, encouragement, and active participation\\u0026mdash;can significantly improve young children\\u0026rsquo;s FMS and PA levels (Angawi\\u0026amp;Gaissi 2021). However, barriers such as time constraints, low health literacy, and limited resources often impede parental engagement, especially in socioeconomically disadvantaged households (Rao et al., 2022).Preschools and kindergartens offer structured contexts for PA promotion, including dedicated curricula (e.g., FunMoves), teacher-led games, and free-play opportunities during recess. Numerous intervention studies have demonstrated that when educators are properly trained and supported, school-based PA programs can enhance FMS and overall activity levels (Aubert et al., 2021; Hu et al., 2022). Moreover, the physical design of play spaces, availability of portable equipment, and alignment of school policies with movement goals contribute substantially to activity outcomes (Hesketh et al., 2017).\\u003c/p\\u003e \\u003cp\\u003eKindergartens, as structured educational settings, also play a pivotal role in shaping children\\u0026rsquo;s physical activity opportunities through organized play, instructional design, and facility provision. Yet, research increasingly suggests that neither family nor kindergarten-based strategies alone are sufficient. A more promising approach involves coordinated efforts between home and kindergarten, where parents and educators collaborate to promote consistent and reinforced physical activity experiences. Understanding how such collaborative efforts work\\u0026mdash;and under what conditions they are most effective\\u0026mdash;is essential for both policy and practice.Although existing studies recognize the potential of home\\u0026ndash;school collaboration, research remains fragmented in two key respects. First, while digital technologies are increasingly integrated into early childhood education, few studies have critically assessed their role in supporting physical activity across home and school boundaries (Wilke et al., 2024). Second, while social capital has long been theorized as a driver of educational engagement, its application in promoting PA\\u0026mdash;especially among marginalized or digitally excluded families\\u0026mdash;remains underdeveloped (Gamoran et al., 2021). These gaps limit the field\\u0026rsquo;s capacity to address inequities and design scalable, inclusive strategies.\\u003c/p\\u003e \\u003cp\\u003eDespite the well-documented influence of both family and educational environments on young children\\u0026rsquo;s physical activity behaviors, there remains a notable gap in research that explicitly addresses their intersection. In particular, limited attention has been given to how home\\u0026ndash;kindergarten collaboration can be systematically structured and optimized to enhance physical activity among preschool-aged children, especially in the context of China\\u0026rsquo;s rapidly evolving educational landscape. This study aims to address existing limitations by integrating multidisciplinary perspectives from education, public health, and exercise science to answer the following research questions: How do families and kindergartens in urban China collaboratively implement physical activity (PA) initiatives, and what barriers hinder the formation of equitable and sustained home\\u0026ndash;school partnerships? This study seeks to examine how home\\u0026ndash;kindergarten collaboration influences preschoolers\\u0026rsquo; physical activity within the Chinese context. By integrating perspectives from educational and sport sciences, it aims to inform future research, guide educational and health policy, and support evidence-based practices in early childhood settings.\\u003c/p\\u003e\"},{\"header\":\"2 Literature Review\",\"content\":\"\\u003cp\\u003eThe conceptual foundation for home\\u0026ndash;kindergarten collaboration in promoting PA among preschoolers integrates multiple theoretical perspectives. Bronfenbrenner\\u0026rsquo;secological systems theory positions children within nested developmental contexts, where the mesosystem\\u0026mdash;interactions between home and school\\u0026mdash;plays a pivotal role in shaping behavior (Tudge et al., 2009). Within this structure, family\\u0026ndash;school collaboration is not incidental but a dynamic ecological linkage. Epstein's (2000) model of overlapping spheres of influence supports this by highlighting shared obligation and cross-environment reinforcement between educational institutions and households. The success of collaboration depends on the quality of overlap and coherence between the environments. Social capital theory further grounds this by drawing attention to the norms, trust, and networks that promote cooperative interaction across settings (Putnam, 2020). When kindergartens and households share social capital, the former are well-equipped to facilitate long-term PA engagement. In addition, behavior change frameworks\\u0026mdash;specifically the COM-B system (Michie et al., 2014)\\u0026mdash;offer practical mechanisms. COM-B suggests that behavior is an outgrowth of capability, opportunity, and motivation interaction. For home-school promotion of PA, parents and teachers need to co-create physical spaces and conditions that increase children's physical capabilities (e.g., motor skills), broaden the availability of options (e.g., space and time for movement), and enhance motivation (e.g., enjoyment and encouragement). Instead of considering each of these theories separately, their synthesis underpins an integrated understanding of PA engagement as ecologically organized, socially supported, and behaviorally mediated.\\u003c/p\\u003e \\u003cp\\u003eAn inquiry within the China National Knowledge Infrastructure (CNKI) with the keywords \\\"home\\u0026ndash;kindergarten collaboration,\\\" \\\"early childhood physical activity,\\\" and \\\"family engagement\\\" in titles, abstracts, or subject headings returned 978 records between 2000 and 2025. The same keywords under the same period also yielded the same results in a search of the Web of Science. These numbers speak to the rising scholarly and policy attention given to early childhood PA, specifically the collaboration between institutions in advancing comprehensive child development. Keeping up with this fast-moving library is crucial, as the latest evidence across education, health policy, and family studies continues to transform our knowledge of the complex dynamics between physical well-being and institutions. Theoretical and practical frameworks of \\\"home\\u0026ndash;kindergarten collaboration\\\" frame the complex interplay between family environments, institutional spaces, and cultural expectations shaping the physical engagement possibilities for young children. When the physical is not just a motor activity in early childhood settings, a growing awareness is implicit concerning the multidimensional cognitive, emotional, and associational concomitants of physical activity. The framing of the current article under the concept of \\u0026ldquo;home\\u0026ndash;kindergarten collaboration\\u0026rdquo; underscores the need for a critical balance between family commitment, kindergarten facilitating conditions, and general sociocultural values such as achievement orientation, discipline, and health orientation to ensure that children's physical development is supported equitably across settings. Besides, the inclusion of physical literacy, parental self-efficacy, and inclusive communication in the design of early childhood education policy and pedagogy is vital to ensure sustainable, equitable engagement. Embedding collaborative frameworks with a commitment to both professional expertise and family inputs can maximize well-being for the child, empower parental agency, and narrow health disparity in early childhood. In this regard, home\\u0026ndash;school partnerships are an underpinning mechanism for advancing educational equity and crafting lifelong habits of movement and well-being.\\u003c/p\\u003e \\u003cp\\u003e Recent empirical evidence shows general agreement with home\\u0026ndash;school cooperation in the promotion of PA, yet implementation is still piecemeal and shallow. One persistent problem is misalignment of goals: parents and teachers frequently agree with physical health, yet very few of their representatives state or act towards more overall PA goals such as motor development, emotional management, or social skills (Mbhiza\\u0026amp;Nkambule, 2022). Asymmetry of communication also occurs. Teachers issue activity advice primarily through digital sources, with parents passively receiving and performing \\\"movement homework\\\" without two-way communication or collaborative planning (Wildmon et al., 2024). As a result, involvement is frequently collapsed to a compliance model, eroding genuine involvement. Symbolic involvement through festivals-like activities (e.g., sport's days) can also dominate educational quality. Research finds that such activities, though well-meaning, seldom result in long-term behaviour change or the development of habits (Dalziell\\u0026amp;Janssen,2023). Family-based activities, meanwhile, are subject to \\\"checklist fatigue\\\", with parents valuing submission over quality interaction. Underlying practices are inequality of resources\\u0026mdash;in time, space, digital access, and parental knowledge\\u0026mdash;which impedes inclusive involvement. To resolve such established problems, home\\u0026ndash;school partnerships must be reconceived as a relational rather than a procedural entity.\\u003c/p\\u003e \\u003cp\\u003eEffective collaboration for the promotion of PA is determined by interactive factors at three different levels. The level of parental self-efficacy is of particular importance at the individual level. When parents think that they can impact their child's activity, then they are likely to promote and maintain involvement. Research by Mitchell et al. (2021) identified that parental self-efficacy is related to enhanced support for home-based PA, with teacher health promotion confidence predicting enhanced movement incorporation into classroom routines. Leadership support and institutional norms profoundly impact collaboration at the organizational level. Hu et al. (2021) identify that preschools with robust administrative support for family involvement dedicate more time to PA, provide clearer communication protocols, and have staff training. However, limited resources and rigid scheduling often constrain such initiatives, especially in underfunded contexts. At the sociocultural level, deeply embedded values in East Asian education systems often prioritize academic achievement over holistic development, including PA. This tendency can marginalize movement-based learning and reduce time allocated for unstructured play or physical engagement (Zhou,2011). Cultural expectations surrounding discipline, obedience, and educational performance may further discourage child-led exploration or parental advocacy for daily PA routines. In addition, inequities in digital infrastructure and technology access hinder the implementation of inclusive communication strategies between schools and families, disproportionately affecting socioeconomically disadvantaged households (Garvis, Phillipson, Harju-Luukkainen \\u0026amp; Sadownik, 2021).Additionally, digital divides reinforce inequity, as families with limited digital access or literacy are excluded from communication channels. Understanding and responding to these multilevel dynamics is essential for designing equitable, effective interventions.\\u003c/p\\u003e \\u003cp\\u003eCross-national experiences offer critical lessons for improving China\\u0026rsquo;s home\\u0026ndash;kindergarten collaboration practices in PA promotion. In Nordic countries, collaborative models are institutionalized within early childhood systems, emphasizing democratic participation, flexible time structures, and physical autonomy (Mbhiza \\u0026amp; Nkambule, 2022). Families co-design movement-rich curricula, and schools normalize parent presence without stigma or surveillance. In contrast, Chinese practices often emphasize performance metrics, top-down directives, and limited family voice (Rao, Yang, Su \\u0026amp; Cohrssen, 2023). Parents are involved episodically rather than integrally, and digital tools are used more for task compliance than dialogue (Wildmon et al., 2024).\\u003c/p\\u003e\"},{\"header\":\"3. Methodology\",\"content\":\"\\u003cdiv id=\\\"Sec4\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.1 Research Objectives\\u003c/h2\\u003e \\u003cp\\u003eThis study aims to systematically investigate the implementation of physical activity initiatives for young children within the framework of home\\u0026ndash;kindergarten collaboration. Specifically, it seeks to (1) assess the effectiveness of joint efforts between families and kindergartens in promoting children\\u0026rsquo;s physical development, (2) identify the key barriers affecting collaborative outcomes, and (3) provide empirical evidence and actionable recommendations to enhance collaborative mechanisms, improve the quality of early childhood physical activities, and support holistic child development.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec5\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.2 Research Setting and Participants\\u003c/h2\\u003e \\u003cp\\u003eThe study was conducted at H Kindergarten, a large public early childhood institution located in X County, Jiangsu Province, China. Using convenience sampling, the study recruited kindergarten teachers and the parents of enrolled children as research participants. Most parent respondents were women aged 30\\u0026ndash;40 years, with educational attainment concentrated at the high school or vocational secondary level. This demographic profile aligns with the family composition typical of urban Chinese kindergartens and allows for meaningful insight into collaboration dynamics within a relatively resource-rich preschool context.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec6\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.3 Research Design and Instruments\\u003c/h2\\u003e \\u003cdiv id=\\\"Sec7\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e3.3.1 Quantitative Method \\u0026ndash; Questionnaire Survey\\u003c/h2\\u003e \\u003cp\\u003eA self-designed questionnaire was developed to collect quantitative data. The survey comprised several sections covering (a) demographic information of children and parents, (b) parental understanding of physical activity goals, and (c) patterns of parent participation in collaborative activities. The questionnaire underwent reliability and validity checks prior to full deployment to ensure psychometric robustness. Data collected were subjected to descriptive and correlational statistical analysis using SPSS, providing insights into the current status of home\\u0026ndash;kindergarten collaboration and its influencing variables.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec8\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e3.3.2 Qualitative Method \\u0026ndash; Unstructured Interviews\\u003c/h2\\u003e \\u003cp\\u003eTo supplement the quantitative results, unstructured interviews with three groups of stakeholders: the PE teacher at the kindergarten, veteran homeroom teachers from various grade levels, and a purposive sample of parents at varying engagement levels, were carried out. To examine participant views regarding collaborative practices, perceived advantages and limitations, and suggestions for enhanced practices, an interview guide structured from survey themes as well as existing literature was used. Through this, participant experiences beyond the scope of the structured survey response were examined more in depth.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec9\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e3.3.3 Observational Method \\u0026ndash; Non-participant Observation\\u003c/h2\\u003e \\u003cp\\u003eIn order to accumulate actual behavioral data, non-participant observations were carried out during actual home\\u0026ndash;kindergarten collaborative physical activity sessions. A structured observation checklist was developed based on survey and interview results, with a focus on indicators like activity format, parental engagement, and spatial arrangements. Observations were employed for triangulating survey and interview results as well as for recording contextual factors affecting collaboration quality.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec10\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e3.3.4 Instruments\\u003c/h2\\u003e \\u003cp\\u003eThe survey questionnaire, which had been validated for both reliability and content coverage, was used as the statistical analysis base. Interview Guide: Based both on the empirical literature and pre-questionnaire themes, the guide allowed for open-ended discussion of main concerns. Observation Checklist: The checklist guaranteed standardized and routine recording of the physical activity sessions that were observed.\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec11\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.4 Data Analysis\\u003c/h2\\u003e \\u003cp\\u003eDescriptive statistics were used to summarize participant demographics, engagement levels, and perceptions of collaboration effectiveness. Correlation analysis examined potential associations between parental factors (e.g., education level, understanding of activity goals) and participation patterns. Qualitative data from interviews and observations were analyzed thematically, with codes inductively generated to identify recurring patterns and discrepancies across sources. A triangulation strategy was employed to cross-validate findings across the three data streams, enhancing interpretive credibility. All analytical procedures adhered to established principles of quantitative and qualitative rigor.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec12\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.5 Ethical Considerations\\u003c/h2\\u003e \\u003cp\\u003e Ethical integrity was maintained throughout the research process. Informed consent was obtained from all participants following a detailed explanation of the study's aims, procedures, and potential risks. Participation was voluntary and anonymous, and individuals were free to withdraw at any stage. Data were stored securely and used exclusively for academic purposes. The research protocol received internal ethical clearance, and participants' rights and privacy were safeguarded in full compliance with national and institutional ethical guidelines.\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"4 Findings\",\"content\":\"\\u003cdiv id=\\\"Sec14\\\" class=\\\"Section2\\\"\\u003e\\n \\u003ch2\\u003e4.1 Recognition and Satisfaction with the Home-School Collaboration in Promoting Children\\u0026apos;s Physical Activities\\u003c/h2\\u003e\\n \\u003cp\\u003eThis study, utilizing both a questionnaire survey and interviews, reveals a high degree of alignment in parents\\u0026apos; recognition of the home-school collaboration in promoting children\\u0026apos;s physical activities, as well as a notably high level of satisfaction. Specifically, data analysis, based on the Likert scale, shows that the average score for all dimensions exceeds 4.39 (on a 5-point scale). Among the dimensions, \\u0026quot;Clear division of roles between teachers and parents in physical activities\\u0026quot; received the highest score of 4.47. Over 92% of the respondents expressed agreement or stronger regarding their understanding of roles and the effectiveness of home-school collaboration, with over 54% strongly agreeing (Fig. \\u003cspan class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e\\u0026thinsp;\\u0026minus;\\u0026thinsp;1).\\u003c/p\\u003e\\n \\u003cp\\u003eDespite these positive findings, a closer examination suggests that the high levels of satisfaction may mask underlying issues of superficiality and formalism. In the \\u0026quot;division of roles\\u0026quot; dimension, 0.79% of respondents strongly disagreed, and 6.51% indicated a neutral stance, pointing to a potential underlying skepticism regarding the practical implementation of the role division. Furthermore, while parents show strong surface-level approval of the kindergarten-led collaboration model, sustained high satisfaction may conceal the formalized nature of family involvement. This could result in the home-school collaboration remaining at a superficial level, diminishing parents\\u0026apos; agency and sense of responsibility, and reinforcing a \\u0026quot;kindergarten-dominated\\u0026quot; approach to collaboration.\\u003c/p\\u003e\\n\\u003c/div\\u003e\\n\\u003cdiv id=\\\"Sec15\\\" class=\\\"Section2\\\"\\u003e\\n \\u003ch2\\u003e4.2Goal Alignment in Home-School Collaboration on Children\\u0026apos;s Physical Activities\\u003c/h2\\u003e\\n \\u003cp\\u003eThe results indicate that while parents generally express formal agreement with the goals of kindergarten-led physical activity programs, there exists a significant divergence in deeper conceptual understanding. Survey data show that 70% of parents \\u0026ldquo;strongly agree\\u0026rdquo; that the kindergarten\\u0026apos;s goals align with their own expectations and believe that these goals fully reflect their children\\u0026apos;s actual developmental needs. However, qualitative interviews reveal that parents\\u0026apos; understanding of the value of physical activity is narrowly concentrated on its role in \\u0026ldquo;promoting children\\u0026apos;s physical health,\\u0026rdquo; with limited awareness of its broader contributions to social-emotional development and cognitive growth (Fig. \\u003cspan class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e\\u0026thinsp;\\u0026minus;\\u0026thinsp;2).\\u003c/p\\u003e\\n \\u003cp\\u003eThis discrepancy between surface-level alignment and lack of deep understanding suggests a latent misalignment between families and kindergartens regarding the educational objectives of physical activity. Parents\\u0026rsquo; limited focus on health-related goals may undermine their sustained engagement and support for physical education initiatives. Furthermore, such misalignment in conceptual understanding may lead to inconsistencies between home-based physical activities and the educational principles guiding kindergarten programs, ultimately compromising the comprehensiveness and effectiveness of children\\u0026apos;s physical development.\\u003c/p\\u003e\\n\\u003c/div\\u003e\\n\\u003ch3\\u003e3. Forms and Content of Home-School Collaboration in Children's Physical Activities\\u003c/h3\\u003e\\n\\u003cp\\u003eCurrently, kindergarten-organized physical activities primarily take the form of large-scale events such as parent\\u0026ndash;child sports carnivals and open house days, while family-based physical activities are typically delivered through teacher-assigned tasks or interactive games distributed via official social media accounts. Notably, 76.53% of parents express explicit support for external skill-based sports programs, reflecting a growing parental demand for diversified physical activity formats.(Fig.\\u0026nbsp;\\u003cspan refid=\\\"Fig1\\\" class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e\\u0026thinsp;\\u0026minus;\\u0026thinsp;3)\\u003c/p\\u003e \\u003cp\\u003e \\u003c/p\\u003e \\u003cp\\u003eHowever, these large-scale events often exhibit a celebratory or festival-like orientation, where educational goals may be overshadowed by entertainment elements. Meanwhile, home-based sports tasks risk becoming perfunctory \\u0026ldquo;checklist\\u0026rdquo; exercises, thus losing their intended pedagogical value. Furthermore, there is evidence of a disconnect in parents\\u0026rsquo; comprehension of expert content provided via platforms such as \\\"Youjiao365,\\\" which disseminates lectures and interactive activities. The high participation rate in off-campus sports training also subtly signals a latent distrust in the quality or effectiveness of in-school physical activity programs. These findings indicate that, despite the dual-track model of home-school collaboration\\u0026mdash;comprising institutional and domestic domains\\u0026mdash;true integration remains limited. The absence of seamless coordination results in the fragmentation of the educational intent behind physical activities. Consequently, children\\u0026rsquo;s experiences become monotonous, and essential developmental traits such as creativity and perseverance may be diminished due to the lack of shared educational values between families and kindergartens.\\u003c/p\\u003e\\n\\u003ch3\\u003e4. Timing and Frequency of Children's Physical Activities in Home-School Collaboration\\u003c/h3\\u003e\\n\\u003cp\\u003eThe frequency of parent-child physical activities across different kindergarten classes shows a polarized distribution. Specifically, 33.33% of classes hold 2 sessions, while another 33.33% organize 4 sessions, significantly outnumbering the classes with only 1 (13.33%) or 3 (20%) sessions. The duration of activities is predominantly concentrated in the range of 1–2 hours, with larger events potentially lasting half a day. This stark polarization in frequency and the centralized scheduling of activities highlight a tension between the \\\"rich planning\\\" and the \\\"lack of effectiveness\\\" in home-school collaboration.(Figure 4-4)\\u003c/p\\u003e\\n\\u003cp\\u003eActivities are mostly concentrated at the beginning or end of the term, which often conflicts with parents' daily free time. As a result, parental participation tends to be driven by mandatory check-ins rather than intrinsic motivation, creating a tendency towards formalism. Parents typically engage in physical activities only in response to the kindergarten's check-in requirements, revealing that the home-school collaboration remains at the task-completion level, lacking a consistent and interactive mechanism. Over time, both parents and children may lose interest in physical activities, and the activities organized by the kindergarten will fail to achieve the desired outcomes, leading to a limited and ineffective collaborative model.\\u003c/p\\u003e\\n\\u003cdiv id=\\\"Sec18\\\"\\u003e\\n \\u003ch2\\u003e4.5 Communication Patterns and Interaction Methods in Home-School Collaboration on Children's Physical Activities\\u003c/h2\\u003e\\n \\u003cp\\u003eThe study results show that kindergartens are proactive in information dissemination, with teachers performing best in \\\"active feedback on performance\\\" and \\\"communicating via WeChat/phone\\\" (average scores of 4.5 and 4.3, respectively), where over 60% of teachers “always” engage in these behaviors. Parents also show a relatively high level of initiative in communication (with 60% of parents “always” communicating), but the frequency of using online communication tools is relatively low, with 6.51% of parents “never” using them. This indicates a one-way interaction pattern.(Fig. 4–5)\\u003c/p\\u003e\\n \\u003cp\\u003eThe contrast between teachers’ proactive feedback and the relatively low level of parent-initiated communication highlights a communication model primarily driven by the kindergarten’s output. This one-way communication model may foster dependency among parents, reducing their willingness to actively participate in the educational process. Furthermore, an over-reliance on online tools may marginalize families with elderly caregivers or low digital literacy, creating an imbalance in the reception of information between home and school, and exacerbating the unequal nature of home-school collaboration.\\u003c/p\\u003e\\n\\u003c/div\\u003e\\n\\u003cdiv id=\\\"Sec19\\\"\\u003e\\n \\u003ch2\\u003e4.6Resource Allocation in Home-School Collaboration\\u003c/h2\\u003e\\n \\u003cp\\u003eThe research reveals significant deficiencies in kindergartens' resource provision, including venues, equipment, and professional staffing. Specifically, kindergartens rely heavily on outdoor spaces for organizing parent–child physical activities. In the event of inclement weather, these activities are typically relocated to cramped indoor halls, which severely undermines the quality and effectiveness of the sessions. Regarding equipment, most resources are designed exclusively for children, and during parent-inclusive events, the lack of suitable equipment often restricts parental participation and engagement.(Fig. 4–6)\\u003c/p\\u003e\\n \\u003cp\\u003eStaffing limitations further hinder the implementation of effective home-school collaboration. The kindergarten studied employs only one full-time physical education teacher, who is responsible for all physical activity programs and lacks specialized training in designing parent-child activities. As a result, activity planning tends to depend heavily on online templates, leading to highly homogenized content and reduced educational innovation.Similarly, family-based educational resources are fragmented and poorly integrated with institutional resources. This lack of integration stems not only from an underdeveloped coordination mechanism but also from a general disregard for the agency of parents. The inefficiency in the allocation and integration of home-school resources restricts the diversity and creativity of children's physical activities and impedes the full potential of collaborative educational efforts.\\u003c/p\\u003e\\n\\u003c/div\\u003e\"},{\"header\":\"5 Discussion\",\"content\":\"\\u003cdiv id=\\\"Sec21\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.1Superficial Consensus: Parental Cognition and Satisfaction in Home\\u0026ndash;School Collaboration\\u003c/h2\\u003e \\u003cp\\u003eThe survey uncovers a strong level of parental consensus with the concept of home\\u0026ndash;school cooperation in physical education in early childhood. Yet this consensus seems shallow, expressing passive assent rather than internalization or engagement. The process\\u0026mdash;described by the phenomenon of \\\"high endorsement but shallow understanding\\\"\\u0026mdash;can be the product of a top-down diffusion of ideas about education, in which parents simply go along with institutional accounts without taking an active part in shaping them. While levels of satisfaction are said to be high, such satisfaction might be hiding problems of restricted efficacy and ritualization of parental engagement. With the passing of time, such surface agreement threatens the sustainability and authenticity of home\\u0026ndash;school partnerships. Research should then explore possibilities for enhancing parental understanding and mobilizing parents from passive bystander to active participant in the physical education of children.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec22\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.2 Misalignment in Goal Consensus: A Practical Dilemma\\u003c/h2\\u003e \\u003cp\\u003eThough parents usually assent to the goals of physical activity programs in kindergartens in writing, qualitative evidence supports a considerable gap between their surface-level agreement and their profounder understanding of those goals. Some parents consider physical activity simply as a way to enhance the health of children's bodies, without attending to its secondary functions in the facilitation of socio-emotion regulation, cognitive growth, or regulation of children's behavior. Such a limit in the understanding of goals can lower parents' commitment to regular and targeted engagement. Family and institution goal convergence is not achieved by rhetorical consensus alone\\u0026mdash;it calls for the creation of two-way communication mechanisms that promote shared understanding and co-constructed educational goals. As an immediate need, future research must address how kindergartens can facilitate the synchronization of home routines with school curricula through planning together, shared terminology, and goal clarification.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec23\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.3 Innovation in Forms and Content: Breaking the Ritual Cycle\\u003c/h2\\u003e \\u003cp\\u003eCurrent physical activity collaborations between families and kindergartens exhibit a dual-track structure: schools organize large-scale events (e.g., sports days), while families implement informal home-based tasks (e.g., physical activity assignments). However, these tracks often operate in parallel but disconnected ways, resulting in limited educational coherence. Institutional events tend to be ceremonial or festive in nature, while home tasks risk becoming rote checklist activities. This functional fragmentation undermines the continuity and depth of children's physical engagement. There is an urgent need for innovative integration of form and content in collaborative practices\\u0026mdash;initiatives that bridge the home-school divide and transform activity into a meaningful, ongoing process. Future research could explore co-designed programs in which families contribute to in-school activities, or the development of longitudinal, scaffolded modules that link home and school-based experiences seamlessly.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec24\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.4 Temporal Misalignment and Participation Fatigue\\u003c/h2\\u003e \\u003cp\\u003eThe study identifies a pronounced polarization in activity frequency across classes and a tendency for scheduling to cluster around the beginning or end of the academic term. These patterns frequently conflict with parental availability and routines, leading to passive or perfunctory participation. The mismatch between institutional planning and family realities exacerbates participation fatigue and reduces the perceived value of collaboration. Optimizing the temporal and structural design of activities is thus crucial. Future research might investigate flexible models for distributing activities more evenly throughout the term, or hybrid formats that offer multiple modes of participation (e.g., asynchronous digital components, evening or weekend options) to accommodate diverse family needs.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec25\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.5 From One-Way Transmission to Reciprocal Dialogue\\u003c/h2\\u003e \\u003cp\\u003eThe current model of collaboration is characterized by unidirectional communication, with kindergartens disseminating information at high frequency but with limited reciprocal interaction. Parents are often passive receivers, and meaningful two-way communication is rare. This imbalance diminishes mutual trust and limits opportunities for co-creation of educational experiences. Future efforts should aim for a reciprocal transformation of communication and interaction modes. Practical interventions could include the development of digital platforms that support asynchronous feedback loops, the inclusion of parental voices in activity planning, and institutional mechanisms for responding to family needs. Cultivating dialogic engagement is critical to achieving a mature and sustainable collaboration model.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec26\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.6 Toward Equitable and Integrated Resource Allocation\\u003c/h2\\u003e \\u003cp\\u003eThe study reveals persistent issues in resource imbalance and inefficiency within the home\\u0026ndash;school collaboration framework. These include limited physical space, inadequate equipment for joint parent\\u0026ndash;child activities, and insufficient specialized personnel. For example, the presence of only one full-time PE teacher and the reliance on generalist educators without relevant training significantly constrain program design and delivery. Furthermore, family-held resources\\u0026mdash;such as parent expertise or community connections\\u0026mdash;remain underutilized and unintegrated into formal programming. Addressing these gaps requires both structural investment (e.g., facility upgrades, staff development) and mechanism design for resource sharing and coordination. Future research should examine how institutional policies and community partnerships can promote synergistic integration of home and school resources to support innovative, inclusive, and sustainable physical activity practices.\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"Conclusions\",\"content\":\"\\u003cdiv id=\\\"Sec28\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e6.1 Cognition and Satisfaction\\u003c/h2\\u003e \\u003cp\\u003eWhile both parents and teachers expressed high levels of agreement and satisfaction regarding home\\u0026ndash;school collaboration in early childhood physical activity, the nature of this agreement appeared largely superficial. Many parents participated in physical activity tasks primarily to fulfill \\u0026ldquo;check-in\\u0026rdquo; requirements, rather than as a means to foster sustained engagement or habit formation in children. This suggests that satisfaction may not translate into authentic or effective collaboration.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec29\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e6.2 Goal Alignment\\u003c/h2\\u003e \\u003cp\\u003eAlthough parents and teachers broadly endorsed the importance of physical activity, parents tended to interpret these goals narrowly\\u0026mdash;focusing mainly on physical health while overlooking the socio-emotional and developmental functions of physical education. Such misalignment may compromise the consistency and depth of parental engagement.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec30\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e6.3 Activity Design and Content\\u003c/h2\\u003e \\u003cp\\u003eThe current model reflects a dual-track system: school-organized large-scale events (e.g., parent\\u0026ndash;child sports festivals) and home-based tasks (e.g., fitness assignments). However, these formats often lack educational substance\\u0026mdash;public events prioritize entertainment, and home tasks risk becoming mechanical checklists. Furthermore, more than 70% of parents reported enrolling their children in external sports programs, indicating a level of implicit distrust toward institutional offerings.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec31\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e6.4 Timing and Frequency\\u003c/h2\\u003e \\u003cp\\u003eThe implementation of parent\\u0026ndash;child physical activities varies significantly across classes. Activities are often concentrated at the beginning or end of the semester, contributing to passive parental participation and a weakened sense of collaboration.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec32\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e6.5 Communication Patterns\\u003c/h2\\u003e \\u003cp\\u003eCommunication remains largely unilateral, with kindergartens issuing frequent instructions and parents responding reactively. This lack of dialogic exchange limits opportunities for meaningful co-construction of activity strategies.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec33\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e6.6 Resource Allocation\\u003c/h2\\u003e \\u003cp\\u003eCollaborative efforts are constrained by fragmented and imbalanced resources. Facilities and equipment are often ill-suited for joint use by adults and children; staffing is limited (e.g., only one PE specialist); and family resources remain unintegrated. These issues significantly weaken the potential for effective and sustainable collaboration.\\u003c/p\\u003e \\u003cp\\u003eAlthough this study has provided an in-depth examination of the current state of home\\u0026ndash;school collaboration in promoting children's physical activity, certain aspects remain underexplored. The study focused on a single kindergarten in one county, which limits the generalizability of the findings. Broader sampling across diverse institutional and geographic contexts is needed to validate the conclusions and extend their applicability. Although the study employed a mixed-methods approach\\u0026mdash;including surveys, interviews, and observations\\u0026mdash;each method presents inherent limitations. Survey data may be affected by respondent bias; interviews are subject to researcher interpretation. Future studies could incorporate experimental designs, case studies, or longitudinal methods to enhance depth and validity. While the study addressed broad trends, it lacked sufficient exploration of internal motivational mechanisms such as parental self-efficacy or intrinsic motivation for involvement in physical activity. These dimensions warrant further investigation to reveal deeper mechanisms driving effective collaboration.\\u003c/p\\u003e \"},{\"header\":\"Declarations\",\"content\":\"\\u003ch2\\u003eAuthor Contribution\\u003c/h2\\u003e\\u003cp\\u003eYang Wei conceptualized the study, designed the methodology, and led data collection. Licheng Zhu also conducted the formal analysis and drafted the original manuscript. Zhaolong Chen and Tongyan Cao contributed to data validation, literature review synthesis, and manuscript editing. Both authors reviewed and approved the final version of the manuscript.\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\n\\u003cli\\u003eAngawi, K., \\u0026amp;Gaissi, A. (2021). 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America\\u0026apos;s kindergartners. \\u003cem\\u003eWashington, DC: National Center for Education Statistics, US Department of Education (NCES 2000-070)\\u003c/em\\u003e.\\u003c/li\\u003e\\n\\u003cli\\u003eEpstein, J. L., \\u0026amp; Sanders, M. G. (2000). Connecting home, school, and community: New directions for social research. In \\u003cem\\u003eHandbook of the sociology of education\\u003c/em\\u003e (pp. 285-306). Boston, MA: Springer US.\\u003c/li\\u003e\\n\\u003cli\\u003eGamoran, A., Miller, H. K., Fiel, J. E., \\u0026amp; Valentine, J. L. (2021). Social capital and student achievement: An intervention-based test of theory. \\u003cem\\u003eSociology of Education\\u003c/em\\u003e, \\u003cem\\u003e94\\u003c/em\\u003e(4), 294-315.\\u003c/li\\u003e\\n\\u003cli\\u003eGarvis, S., Phillipson, S., Harju-Luukkainen, H., \\u0026amp;Sadownik, A. R. (Eds.). (2021). \\u003cem\\u003eParental engagement and early childhood education around the world\\u003c/em\\u003e. London: Routledge.\\u003c/li\\u003e\\n\\u003cli\\u003eHayes, N., O\\u0026apos;Toole, L., \\u0026amp; Halpenny, A. M. (2022). \\u003cem\\u003eIntroducing Bronfenbrenner: A guide for practitioners and students in early years education\\u003c/em\\u003e. Routledge.\\u003c/li\\u003e\\n\\u003cli\\u003eHesketh, K. R., Lakshman, R., \\u0026amp; van Sluijs, E. M. (2017). Barriers and facilitators to young children\\u0026apos;s physical activity and sedentary behaviour: a systematic review and synthesis of qualitative literature. \\u003cem\\u003eObesity Reviews\\u003c/em\\u003e, \\u003cem\\u003e18\\u003c/em\\u003e(9), 987-1017.\\u003c/li\\u003e\\n\\u003cli\\u003eHu, B. Y., Wu, Z., \\u0026amp; Kong, Z. (2022). Family physical activities choice, parental views of physical activities, and Chinese preschool children\\u0026rsquo;s physical fitness and motor development. \\u003cem\\u003eEarly Childhood Education Journal\\u003c/em\\u003e, 1-13.\\u003c/li\\u003e\\n\\u003cli\\u003eHu, D., Zhou, S., Crowley-McHattan, Z. J., \\u0026amp; Liu, Z. (2021). Factors that influence participation in physical activity in school-aged children and adolescents: a systematic review from the social ecological model perspective. \\u003cem\\u003eInternational journal of environmental research and public health\\u003c/em\\u003e, \\u003cem\\u003e18\\u003c/em\\u003e(6), 3147.\\u003c/li\\u003e\\n\\u003cli\\u003eKhozaei, F., \\u0026amp; Carbon, C. C. (2022). 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Digital bonds: Exploring the impact of computer-mediated communication on parent\\u0026ndash;educator relationships in early childhood education and care. \\u003cem\\u003eEducation Sciences\\u003c/em\\u003e, \\u003cem\\u003e14\\u003c/em\\u003e(2), 123.\\u003c/li\\u003e\\n\\u003cli\\u003eWorld Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. https://www.who.int/publications/i/item/9789241550536\\u003c/li\\u003e\\n\\u003cli\\u003eWorld Health Organization. (2022). Global status report on physical activity 2022. https://www.who.int/publications/i/item/9789240059153\\u003c/li\\u003e\\n\\u003cli\\u003eWu, H., Ruan, H., Eungpinichpong, W., \\u0026amp; Zhou, W. (2024). The effects of physical exercise on fitness and emotion in Chinese preschoolers. \\u003cem\\u003eBMC Public Health\\u003c/em\\u003e, \\u003cem\\u003e24\\u003c/em\\u003e(1), 2407.\\u003c/li\\u003e\\n\\u003cli\\u003eZhou, X. (2011). Early childhood education policy development in China. \\u003cem\\u003eInternational Journal of Child Care and Education Policy\\u003c/em\\u003e, \\u003cem\\u003e5\\u003c/em\\u003e, 29-39.\\u003c/li\\u003e\\n\\u003c/ol\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":true,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":false,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"researchsquare\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":true,\"externalIdentity\":\"\",\"sideBox\":\"\",\"snPcode\":\"\",\"submissionUrl\":\"/submission\",\"title\":\"Research Square\",\"twitterHandle\":\"researchsquare\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"\",\"reportingPortfolio\":\"\",\"inReviewEnabled\":false,\"inReviewRevisionsEnabled\":true},\"keywords\":\"Early Childhood Education, Physical Activity, Home–School Collaboration, Family Engagement, Kindergarten Practices\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-6767872/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-6767872/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003cp\\u003eAn increasing body of research has identified insufficient physical activity in early childhood as a global developmental and health concern. This study investigates how collaborative practices between families and kindergartens influence children\\u0026rsquo;s physical activity in early childhood settings. Grounded in Bronfenbrenner\\u0026rsquo;s ecological systems theory and the overlapping spheres of influence framework, a mixed-methods design was employed, incorporating surveys, interviews, and classroom observations at Kindergarten in China. The findings identify four prominent problems: superficial parents\\u0026ndash;teachers' exercise goals alignment, one-way, instructor-led communication, ineffective home and school resource allocation, and occasional, homogeneous collaborative exercise activities. All these problems are based on systemic limitations, such as a lack of teacher training, parental knowledge deficits, rigid institutional mechanisms, and a lack of technology uptake. As a response, the study suggests four main strategies: shared values' coproduction, cross-sectoral resource aggregation, two-way digital communication, and AI-assisted personalized interventions. The research adds empirical knowledge and practical advice to the developing conversation of family\\u0026ndash;school partnerships and presents realistic avenues to enhance the quality and fairness of early childhood exercise promotion.\\u003c/p\\u003e\",\"manuscriptTitle\":\"Bridging Home and Kindergarten for Preschool Physical Activity: A Mixed-Methods Study of Urban Family–School Partnerships in China\",\"msid\":\"\",\"msnumber\":\"\",\"nonDraftVersions\":[{\"code\":1,\"date\":\"2025-07-01 07:25:28\",\"doi\":\"10.21203/rs.3.rs-6767872/v1\",\"editorialEvents\":[{\"type\":\"communityComments\",\"content\":0}],\"status\":\"published\",\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"researchsquare\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":true,\"externalIdentity\":\"\",\"sideBox\":\"\",\"snPcode\":\"\",\"submissionUrl\":\"/submission\",\"title\":\"Research Square\",\"twitterHandle\":\"researchsquare\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"\",\"reportingPortfolio\":\"\",\"inReviewEnabled\":false,\"inReviewRevisionsEnabled\":true}}],\"origin\":\"\",\"ownerIdentity\":\"da3ef5f3-a940-462f-84cb-411efd5ee7e9\",\"owner\":[],\"postedDate\":\"July 1st, 2025\",\"published\":true,\"recentEditorialEvents\":[],\"rejectedJournal\":[],\"revision\":\"\",\"amendment\":\"\",\"status\":\"posted\",\"subjectAreas\":[{\"id\":50485874,\"name\":\"Humanities/Health humanities\"},{\"id\":50485875,\"name\":\"Social science/Education\"},{\"id\":50485876,\"name\":\"Social science/Sociology\"}],\"tags\":[],\"updatedAt\":\"2025-09-16T15:09:00+00:00\",\"versionOfRecord\":[],\"versionCreatedAt\":\"2025-07-01 07:25:28\",\"video\":\"\",\"vorDoi\":\"\",\"vorDoiUrl\":\"\",\"workflowStages\":[]},\"version\":\"v1\",\"identity\":\"rs-6767872\",\"journalConfig\":\"researchsquare\"},\"__N_SSP\":true},\"page\":\"/article/[identity]/[[...version]]\",\"query\":{\"redirect\":\"/article/rs-6767872\",\"identity\":\"rs-6767872\",\"version\":[\"v1\"]},\"buildId\":\"XKTyCvWXoU3ODBz1xrDgd\",\"isFallback\":false,\"isExperimentalCompile\":false,\"dynamicIds\":[84888],\"gssp\":true,\"scriptLoader\":[]}","source_license":"CC-BY-4.0","license_restricted":false}