Related Experiment Video

Updated: Dec 13, 2025

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
08:42

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

8.6K

The Acceptability and Feasibility of a Preschool Intervention Targeting Motor, Social, and Emotional Development

Maeghan E James1, Chloe Bedard2, Emily Bremer1

  • 1Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, ON, Canada.

Frontiers in Pediatrics
|August 6, 2020
PubMed

Insights

The Move 2 Smile program, targeting fundamental movement skills (FMS) and social-emotional learning (SEL), was found to be acceptable and feasible for children. While FMS showed no significant improvement, the program significantly enhanced social skills and emotion expressiveness in young children.

Area of Science:

  • Child Development
  • Pediatric Health
  • Educational Psychology

Background:

  • Children face challenges in mental health, physical activity, and school readiness.
  • Fundamental movement skills (FMS) and social-emotional learning (SEL) are crucial developmental domains linked to these challenges.
  • Interventions integrating both FMS and SEL are currently underrepresented.

Purpose of the Study:

  • To evaluate the acceptability and feasibility of the "Move 2 Smile" program.
  • To assess the program's impact on children's FMS and SEL.
  • To gather feedback from parents and instructors on the program's effectiveness.

Main Methods:

  • An exploratory pilot study with a within-subjects design was employed.
  • Descriptive statistics analyzed program acceptability and feasibility.
  • Paired sample t-tests assessed changes in FMS and SEL outcomes.
  • Parent focus groups provided qualitative feedback post-intervention.

Main Results:

  • The "Move 2 Smile" program demonstrated high acceptability and feasibility, with high ratings for enjoyment from children, parents, and instructors.
  • The intervention showed a significant large effect on social skills (p=0.001) and emotion expressiveness (p=0.03).
  • Non-significant small to medium effects were observed for FMS, emotion knowledge, and emotion regulation.

Conclusions:

  • The "Move 2 Smile" program is a novel intervention intentionally integrating FMS and SEL.
  • The program is deemed acceptable and feasible by children, parents, and instructors.
  • Preliminary findings support further investigation, including randomized controlled trials, to validate the program's efficacy.

Keywords:
child developmentearly childhoodearly interventionfundamental movement skillssocial–emotional learning

More Related Videos

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

9.5K
A Novel Experimental and Analytical Approach to the Multimodal Neural Decoding of Intent During Social Interaction in Freely-behaving Human Infants11:14

A Novel Experimental and Analytical Approach to the Multimodal Neural Decoding of Intent During Social Interaction in Freely-behaving Human Infants

Published on: October 4, 2015

11.3K

Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
780
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
314
Three Developmental Domains01:29

Three Developmental Domains

Human development is typically examined across three main domains: physical, cognitive, and socio-emotional. These domains represent the significant areas of change and continuity throughout the lifespan, from infancy to late adulthood.
Physical Development
Physical processes, also known as maturation, encompass the biological changes that occur across an individual's life. These changes begin with genetic inheritance and continue through various stages, including growth in height and weight,...
817
Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
203
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
156