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Panel information
Panel 31. Solicited Content: Integrative Developmental Science

Abstract

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The purpose of this proposal was to examine the impact of an intervention on preschoolers' motor, executive function, social skills, and problem behaviors, focusing on sex differences. Kindergarten readiness involves various developmental domains (motor, cognitive, social, and behavioral). Research suggests motor skills, particularly object control (e.g., catching, kicking), may play a crucial role in developing social skills through peer interaction (MacDonald et al., 2016). Executive function (EF) skills are also essential for managing thoughts, impulses, and emotions, supporting social-emotional development (Doebel & Müller, 2023). This study evaluates the cascading effects of the Successful Kinesthetic Instruction for Preschoolers (SKIP) program, designed to enhance motor skills, and the PAX-Good Behavior Game (PAX-GBG), which promotes social-emotional learning (Johansson et al., 2020). Based on prior literature, we hypothesized that girls would improve object control skills more than boys, and object control and EF will be positively related. Additionally, higher EF skills would correlate with increased social skills and reduced problem behaviors in both sexes.

Preschoolers (N=238) were enrolled in a rural early childhood center in the southeastern U.S. (Mage = 66.61 months, 45% girls). SKIP with Pax GBG was conducted over nine months with two sessions a week, each thirty minutes long. Pre- and post-tests were conducted within two weeks of the intervention. A sum score was used for the seven object control skills on the Test of Gross Motor Development-Third Edition (Ulrich, 2019). Inhibitory control was measured using the Flanker Test (NIH Toolbox CB, 2013). Teachers reported on students’ social skills and problem behaviors using the Social Skills Improvement System (Gresham & Elliot, 2008).

Analyses were run in Mplus v8.10 using robust maximum likelihood. Standard errors were adjusted to account for students being nested within classrooms. The multi-group path model (Figure 1) controlling for age demonstrated adequate fit indices: Chisq(18) =34.39, p<.05, CFI=.97, TLI = .91, RMSEA=.087 (90% CI: .041–.131), SRMR=.049. Results (see Table 1) demonstrated positive effects when examining pre- to post-object control skills for boys and girls. Post-object control was positively related to inhibitory control for boys only. Inhibitory control was positively related to self-control for both sexes, whereas cooperation was only positively related for boys. In terms of problem behaviors, externalizing was negatively related to inhibitory control for girls only.

Results demonstrated that the intervention benefited boys’ and girls’ object control skills. There was partial support for our hypothesis that gains in motor skills would increase inhibitory control, which would then relate to increased social skills and decreased problem behaviors. For boys, there were positive relationships between object control, inhibitory control, and pro-social skills. For girls, growth in object control did not relate to inhibitory control, but inhibitory control positively related to self-control and negatively to externalizing behaviors. Inhibitory control is important to consider for both sexes, and the relationship between motor and EF may be particularly important for boys. Future research should explore the cascading effect of motor development on EF, social skills, and problem behaviors with models that consider delayed intervention effects and long-term impacts.

Author information

Author	Role
Shea Ferguson, University of South Carolina	Presenting author
Angela Starrett, University of South Carolina	Non-presenting author
Ali Brian, University of South Carolina	Non-presenting author

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