Abstract
Improving the development of the social, emotional, and physical domains during early childhood impacts the overall trajectory of a child’s well-being. However, researchers often address these independently, leaving a gap for a more integrated approach to promoting development. This study explores the effects of a dual-component intervention on changes in preschool-aged boys’ and girls’ gross motor and social–emotional skills. Preschoolers (N = 475; girls = 220 and boys = 255) ages 3–6 years completed the 9-month dual-component intervention and were randomized into control (n = 148) or intervention (n = 327) groups by classroom. Significant improvements were observed in social skills, locomotor, and total Test of Gross Motor Development-3. Additionally, boys and girls improved at the same rate in ball skills, locomotor, and total Test of Gross Motor Development-3. These results suggest that the dual-component intervention can improve preschoolers’ social skills and motor skills with no differential effects.
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