["Child: Care, Health and Development, Volume 52, Issue 2, March 2026. ", "\nABSTRACT\n\nBackground\nExecutive functions are important for navigating daily demands and engaging in goal‐driven behaviour. While these functions are associated with motor skills and activity in mid‐to‐late childhood, there is a paucity of available data among preschool ages. We hypothesized that child activity, motor skills and executive function would be associated among preschool‐aged children.\n\n\nMethods\nChildren aged 3–4 years wore an Actigraph GT3X+ for 7 days to assess activity levels. Product‐oriented motor skills were assessed that measure balance, manual dexterity, agility, strength and coordination. The Early Years Toolbox was used to measure visual–spatial working memory via the Mr. Ant Task and inhibitory control using the Go/No‐Go task. Pearson correlations evaluated associations among both physical activity and motor skill performance with executive function. N = 83 children provided data for the analytic sample.\n\n\nResults\nPositive relationships (p < 0.001) were observed among inhibitory control and visual–spatial working memory and standing long jump (r = 0.46, r = 0.28), one‐legged balance (r = 0.36, r = 0.40) and grip strength (r = 0.41, r = 0.44). A negative relationship (p < 0.001) was observed between quicker STUG times and inhibitory control and visual–spatial working memory (r = −0.47, r = −0.48).\n\n\nConclusions\nThe bidirectional associations of motor competence and executive function are evident during this rapid time of development. Cognitive functions are required for concerted movement and inhibiting nongoal‐directed movements, indicating that this is an important period to provide ample opportunities for learning.\n\n"]