Examining the influence of preschool play groups on academic readiness: A randomized cohort study

Play activities are an established opportunity to promote developmental capacity in early childhood and preschool classrooms. Integrating structured play-based activities within a preschool curriculum may therefore support inclusive programming to enhance educational performance skills. The objective of this randomized cohort study was to explore the impact of implementing a play-based preschool classroom intervention comprised of motor and regulation tasks. It was hypothesized that preschool children participating in themed structured play activities emphasizing locomotion, body control and social-emotional skills would show enhanced executive functioning (EF) and motor performance compared to the control group participating in regular classroom activities. Participants (N = 36) were randomly assigned by preschool class to either the intervention or control group. The pre-posttest control design measured EF and motor performance prior to the intervention and after the 4-week intervention concluded. Both the intervention and the control groups improved their EF performance from the pre- to the post-assessment t (32) = -4.0, p < 0.001 for impulse control and t (35) = -1.64, p = .06 for switch accuracy. However, the intervention group was more likely to demonstrate change (using the MDC) in motor performance than the control group. This study adds considerations for implementing play group interventions with movement opportunities for preschoolers when adopting intervention programs in classroom settings.