Pharmacologic management of metabolic and alcohol-associated liver disease.

Motor health and future development of pre-school children are urgent issues to address. Early childhood development refers to the cognitive, physical, linguistic, motor, social, and emotional development of children from 0 to 8 years of age (). Chinese pre-schoolers exhibit a high prevalence of overweight and obesity, alongside poor sleep and physical activity habits (). The pre-school years represent a critical period for learning and cognitive development, and physical activity is beneficial for children's physical and mental health (). According to the WHO's guidelines on 24-h physical activity, sedentary behavior, and sleep for children under 5 years, physical inactivity is a leading risk factor for global mortality and a key contributor to the rise in overweight and obesity (). Early childhood (under age 5) is characterized by rapid physical and cognitive growth, during which lifelong habits are formed and family routines can be positively shaped. Globally, at least one-third of children under five show signs of stunting, wasting, or overweight; the triple burden of malnutrition—undernutrition, micronutrient deficiencies, and overweight—threatens the survival, growth, and development of children and adolescents, as well as economic progress and national development (). Improving the quality of the childcare environment has been shown to enhance physical and mental health and promote physical activity among pre-schoolers (–). Motor competence is recognized as a fundamental component of child development and is closely linked to long-term health outcomes. In this study, motor competence in pre-school-aged children is operationalized through key physical capacities: strength, speed, flexibility, coordination, and balance. These attributes serve as measurable indicators, underscoring the role of motor competence in fostering healthy development and mitigating obesity risks (). Evidence suggests that motor competence positively influences various health indicators in children (). Physical activity, in turn, demonstrates significant associations with improvements in both physical and psychological wellbeing (, ). Motor development is multifactorially determined, shaped by physiological, behavioral, emotional, and environmental factors ()—a perspective consistent with the integrative framework proposed by Du et al. (). Furthermore, social and emotional competencies are consistently associated with positive outcomes, including better academic performance, daily living skills, friendship formation, and prosocial behavior (, ). Environmental and social factors also play a crucial role in shaping children's mental health (). Therefore, the pre-school period constitutes a critical developmental window across multiple domains. Motor health during this stage arises from the complex interplay of motor competence, physical health, psychological wellbeing, social-emotional competencies, health-related behaviors, and environmental influences. Given the heightened vulnerability of this age group, early identification of developmental delays, timely implementation of integrated and targeted interventions, and sustained promotion of overall health are essential strategies for optimizing developmental trajectories. Although prior research has acknowledged the multidimensional nature of motor health in pre-school children and has assessed certain dimensions using either subjective or objective methods, no study to date has integrated core domains—such as motor ability, physical health, mental health, movement-conducive environments, and movement-related behaviors—into a unified assessment framework underpinned by an explicit multidimensional theoretical model. Moreover, no research has yet applied a combined subjective-objective weighting approach to systematically analyze the relative importance of these dimensions and their constituent indicators, thereby establishing a weighting system that is both theoretically coherent and empirically justified. While extensive evidence exists on factors influencing pre-school children's motor health, limitations persist, including fragmented theoretical frameworks, methodological constraints, and limited translational application. Therefore, this study adopts a systematic interdisciplinary approach to construct a theoretically grounded and practically applicable motor health evaluation system for pre-school children, encompassing the development of an indicator system, determination of indicator weights, and establishment of an assessment model.