Abstract
Despite the growing body of research indicating that integrated physical activity with learning benefits children both physically and cognitively, preschool curricula with integrated physical activities are scarce. The “Move for Thought (M4T) preK-K” program provides activities on fundamental motor skills that are integrated with academic concepts, executive function, and social-emotional skills in the preschool environment. The aim of this study was to evaluate the feasibility, usability, and effectiveness of the M4T preK-K program over an eight-week period in 16 preschool centers (N=273; Mage=4.22 SD=0.61) that were randomly assigned to the intervention (8 M4T; n=138; Mage=4.31 SD=0.61) and the control (8 traditional; n=135; Mage=4.13 SD=0.60) group. In both groups, teacher ratings of children’s attention, behavioral control, and social skills (i.e., cooperation, assertion, and self-control) in the classroom, as well as children’s perceived motor skill competence and executive functions, were collected before and after the intervention. A daily teacher log measured intervention fidelity and perceived experiences with the program. Results showed a significant improvement on attention scores for children in the M4T preK-K group, compared to the control group. No significant differences emerged for behavioral control, social skills, executive functions, and perceived motor competence among groups. A significant time effect was evident for executive functions, with both groups improving over time. Further, the program was well-received, easy to implement in the preschool classroom and with high rates of satisfaction for both children and teachers. The M4T preK-K program is promising in helping teachers prepare preschool children for future educational success.
Highlights
Pioneering research has placed training of goal-directed behaviors responsible for thinking, acting, and problemsolving as the main target areas for young children’s cognitive development (Diamond and Lee, 2011)
This study examined the feasibility, usability, and effectiveness of an 8-week intervention study in preschool children with the M4T preK-K program that integrated physical activity with academic content, executive function, social, and emotional skills
Physical activity programs could serve as the basis of a holistic approach to child development, supporting physical health and cognitive, motor, social, and emotional benefits in children (Diamond and Ling, 2016; Carson et al, 2017)
Summary
Pioneering research has placed training of goal-directed behaviors responsible for thinking, acting, and problemsolving (i.e., executive function skills) as the main target areas for young children’s cognitive development (Diamond and Lee, 2011). Hot executive functions are associated with the orbitofrontal cortex, anatomically suited for the integration of affective and non-affective information, and regulation of motivated responses (Happaney et al, 2004). They are addressing social and emotional skills, based on emotion regulation (Garon, 2016; Pesce et al, 2020). Cool executive functions are linked to the lateral prefrontal cortex and can be elicited by abstract, decontextualized problems, and affective neutral conditions (e.g., sorting by shape or size; Pesce et al, 2020). The core executive function skills consist of inhibition (i.e., the ability to stay focused and resist temptations), working memory (i.e., the ability to information in mind while mentally working with it), and cognitive flexibility (i.e., the ability to and quickly switch focus of attention; Diamond, 2013)
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