{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,25]],"date-time":"2026-10-25T00:06:43Z","timestamp":1792886803022,"version":"4.5.0"},"reference-count":65,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2026,2,25]],"date-time":"2026-02-25T00:00:00Z","timestamp":1771977600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/100000057","name":"National Institutes of Health, National Institute of General Medical Sciences","doi-asserted-by":"publisher","award":["P20GM130420"],"award-info":[{"award-number":["P20GM130420"]}],"id":[{"id":"10.13039\/100000057","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Children"],"abstract":"<jats:p>Background\/Objectives: Understanding how motor and cognitive development may contribute to prosocial behavior is essential for supporting whole-child development in early learning settings. Early childhood education settings are well-positioned to address these concerns through integrated approaches that support the whole child. Research exploring the mechanisms that link developmental domains remains limited, especially regarding how motor development may influence social outcomes through cognitive processes such as inhibitory control. Thus, the purpose of this study was to examine whether gains in motor skills were associated with prosocial behaviors indirectly through improvements in inhibitory control. Methods: Preschoolers (N = 238; Mage = 66.61, SD = 9.06 months; Girls = 45%) participated in a dual-component intervention supporting motor and social-emotional development. Results: For boys, growth in object-control skills predicted gains in inhibitory control, which in turn predicted both self-control and cooperation. For girls, object-control skills were not significantly related to inhibitory control, although inhibitory control was positively related to self-control. Conclusions: Findings highlight the interconnectedness of motor, cognitive, and social development in early childhood and the potential for interventions to yield cross-domain benefits, especially for boys. Engaging in motor skill activities, particularly object control, may foster both inhibitory control and prosocial behaviors. Programs should intentionally create inclusive environments that encourage girls\u2019 engagement in object-control tasks and boys\u2019 inhibitory control, thereby promoting equitable developmental opportunities across domains.<\/jats:p>","DOI":"10.3390\/children13030318","type":"journal-article","created":{"date-parts":[[2026,2,25]],"date-time":"2026-02-25T10:59:16Z","timestamp":1772017156000},"page":"318","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Examining the Impact of Young Children\u2019s Motor Development on Inhibitory Control and Social Skills"],"prefix":"10.3390","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6541-0938","authenticated-orcid":false,"given":"Ali","family":"Brian","sequence":"first","affiliation":[{"name":"Department of Educational and Developmental Sciences, College of Education Columbia, University of South Carolina, West Columbia, SC 29172, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8736-3650","authenticated-orcid":false,"given":"Shea E.","family":"Ferguson","sequence":"additional","affiliation":[{"name":"Department of Educational and Developmental Sciences, College of Education Columbia, University of South Carolina, West Columbia, SC 29172, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4818-0931","authenticated-orcid":false,"given":"Angela","family":"Starrett","sequence":"additional","affiliation":[{"name":"Department of Educational and Developmental Sciences, College of Education Columbia, University of South Carolina, West Columbia, SC 29172, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Emily","family":"Kallis","sequence":"additional","affiliation":[{"name":"Department of Educational and Developmental Sciences, College of Education Columbia, University of South Carolina, West Columbia, SC 29172, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"J. Ross","family":"Ramsey","sequence":"additional","affiliation":[{"name":"Belk Center for Community College Leadership and Research, North Carolina State University, Raleigh, NC 27603, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,2,25]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"135","DOI":"10.1146\/annurev-psych-113011-143750","article-title":"Executive functions","volume":"64","author":"Diamond","year":"2013","journal-title":"Annu. Rev. Psychol."},{"key":"ref_2","doi-asserted-by":"crossref","unstructured":"Immordino-Yang, M.H., Darling-Hammond, L., and Krone, C.R. (2025). Nurturing nature: How brain development is inherently social and emotional, and what this means for education. 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