Improving Social-Emotional, Behavioral, and Gross-Motor Skill Development in Young Children: Preliminary Testing of an Integrated Intervention

幼儿在社会情感、行为和大运动发育方面表现出困难， 在童年后期和青春期，早年面临更高的情绪和身体健康问题风险。 这种复杂的风险可能因与贫困等相关的不利条件而进一步加剧。 从预防的角度来看，需要采取综合干预措施， 发育过程（例如，粗大运动发育和社会情绪调节） 因为这些因素是身体、行为和情绪健康的前兆。本研究将 调查综合干预对社会情绪，行为， 和粗运动发育的学龄前儿童主要来自低社会经济地位的家庭。的 干预结合了课堂计划，重点是促进积极的行为和社会互动， 与粗大运动技能训练计划，并测试它在一个随机对照设计。具体目标是 目的：1）与对照组相比，检验综合干预的即时干预后效果 条件，对学龄前儿童的社会情感，行为和粗大运动结果; 2）评估 干预（与对照组相比）对相同结果的6个月随访影响，控制 基线水平;以及3）探索基线社会认知技能的调节作用（例如，执行 功能、工作记忆、自我调节）对干预后效果的影响。据推测， 与对照组相比，综合干预组将表现出更高水平的社会情感和 行为调整和粗大运动技能，在干预后和6个月的随访评估。的 一项研究测试了干预措施，样本为10360名儿童（约50%为女性），在标题1前， 幼儿园教室位于农村社区，相对靠近大都市地区。数据将 收集：a）社会情感和行为技能，B）粗大运动技能能力和c）过程 关于所有干预保真度和对照组完整性的评估（通过系统观察）。积极 儿童早期综合干预的结果将增加这些类型的主张， 预防策略可能会促进儿童的全面健康发展。

Young children who exhibit difficulties with social-emotional, behavioral, and gross motor development in the early years face elevated risk for emotional and physical health problems in later childhood and adolescence. This compounded risk can be exacerbated further by adverse conditions associated for example with poverty. From a prevention perspective, there is a need for integrative interventions to address multiple critical developmental processes (e.g., gross motor development and social-emotional adjustment) in early childhood as these factors are established precursor for physical, behavioral, and emotional health. This study will investigate the immediate and sustained effects of an integrative intervention on social-emotional, behavioral, and gross motor development in preschool-age children from predominantly low-SES households. The intervention combines a classroom program, focused on promoting positive behavior and social interactions, with a gross motor skills training program, and tests it in a randomized controlled design. The specific aims are to: 1) examine the immediate post-intervention effect of the integrative intervention, compared with the control condition, on social-emotional, behavioral, and gross motor outcomes in preschool-age children; 2) evaluate six-month follow-up impact of the intervention (compared with controls) on the same outcomes, controlling for baseline levels; and 3) explore the moderating effects of baseline social-cognitive skills (e.g., executive function, working memory, self-regulation) on post-intervention effects. It is hypothesized that children exposed to the integrative intervention, compared with controls, will demonstrate higher levels of social-emotional and behavioral adjustment, and gross motor skills, at post-intervention and six-month follow-up assessments. The study tests the intervention with a sample of ≈360 children (approximately 50% female) in Title 1 pre- Kindergarten classrooms located in a rural community in relative proximity to a metropolitan area. Data will be collected on: a) social-emotional and behavioral skills, b) gross motor skill competence and c) process assessments regarding all intervention fidelity and control group integrity (via systematic observation). Positive outcomes for the early childhood integrative intervention will add to the proposition that these kinds of prevention strategies are likely to bolster children’s overall healthy development.