Thinking, Feeling, and Moving in Kindergarten Children: How Motor Competence Shapes Executive Function Skills and Emotion Comprehension in Girls

<b>Background/Objectives</b>: Increased screen time partially replaces social interaction, physical activity, and outdoor play in kindergarten children, leading to a risk of decreased cognitive, emotional, and motor skills. Children with high motor skills are more likely to have access to challenging joint activities that promote their cognitive and emotional development. This study examines the moderating role of motor competence in the relationship between executive function skills and emotion comprehension. <b>Methods</b>: A sample of 220 kindergarten children (101 girls, 119 boys) completed the NEPSY-II subtests and the 'Dimensional Change Card Sort' tool for executive function skills assessment, the Movement Assessment Battery for Children-Second Edition (MABC-2) for motor competence, and the Test of Emotion Comprehension (TEC) for emotion comprehension. Executive function skills and motor competence were assessed when children were in their penultimate year of kindergarten (children were aged on average 5 years 10 months), and emotion comprehension was assessed one year later, when children were in their final year of kindergarten. When children were in their penultimate year of kindergarten, caregivers also reported on children's passive and active screen time, maternal education, and family income, which were used as control variables. <b>Results</b>: For girls, motor competence moderated the relationship between cognitive flexibility and later emotion comprehension. High motor competence amplified this relationship (B = 0.171; SE = 0.066; 95% CI [0.041, 0.302]; <i>p</i> = 0.011). For boys, there were no significant moderation effects. <b>Conclusions</b>: High motor competence can improve emotion comprehension in kindergarten girls. Emotional development may benefit from effective shared motor interventions for children.