This group will participate in biweekly sessions of psychomotricity for 10 weeks. Sessions will be implemented in the outdoors of the preschool, by a psychomotor therapist and children's teacher. Sessions will involve physical play, relaxation and expressive activities.

This will will maintain their usual routine at preschool.

OUT to IN comprises 20 body-oriented biweekly 40-minute sessions facilitated by a psychomotor therapist in a pedagogical partnership with the preschool teacher. Sessions are implemented outdoors. All sessions are framed in a context of freedom and self and mutual bodily resonance, according to the following structure: First, children are invited to engage in exercise play activities. Second, children engage in ludic relaxation proposals. Finally, children are asked to reflect on their bodily experiences and express themselves through different expressive mediators. Preschool teachers also participate in a 25-hour training focused on the underlying principles of OUT to In and participate in 20 body-oriented biweekly 20-minute relaxation sessions, facilitated by a psychomotor therapist.

Will be assessed through three tasks developed by the Focus on Emotions Group (focusonemotions.nl): emotion discrimination (children are asked to place six cards, whereby they could choose between two categories happy versus unhappy faces, and angry versus sad faces cards), identification (children are asked to point to the facial expressions according to the emotion words instructed by the experimenter), and emotion attribution in a situational context (children are presented with eight illustrated emotion-evoking vignettes, designed to evoke happiness, anger, fear and sadness, and asked how the protagonist is feeling by pointing the facial expression and verbally identifying the emotion).

Self-regulation is obtained through the the Day and Night task (DN), the Head Toes Knees and Shoulders task (HTKD) and the composite scale Externalizing Behaviors from the Strengths and Difficulties Questionnaire.

In the DN task whenever the child sees a black card, must say "day", whenever the child sees a white card, must say "night".

In the HTKS task whenever the child is asked to touch the feet, must touch the head and vice versa, when the child is asked to touch the shoulders, must touch the knees and vice versa.

Externalizing behaviors is obtained through a composite scale which comprises two SDQ scales: behavior problems and hyperactivity. Caregivers are asked to rate their children's behavior in a 3-point likert scale, from 1 (not true) to 3 (certainly true).

Empathy, Cooperation are Sociability are measured through the Study on Social and Emotional Skills Questionnaire (SSES), a caregivers and teacher report questionnaire. Caregivers and teachers were asked to fill in the Empathy (e.g. He/she can feel how others are feeling; He/she understands what others want), Cooperation (e.g., He/she works well with others; he/she likes to help others), and Sociability subscales (e.g., He/she has many friends; He/she makes friends easily) in a 5-point likert scale from one (completely disagree) to five (completely agree).

Emotion communication is obtained through the Emotion Vocabulary Questionnaire, a caregiver-report which assesses whether children know and use emotion and/or mental state words, in a 2-point likert scale from 1 (no) to 2 (yes). The EVQ includes either basis emotions (e.g., happy, angry), complex emotions (e.g., jealous, disappointed), and mental state words (e.g. thinking, dreaming).