Objective: Two agendas guided this study. The first is to report on a dynamic intervention programme that utilizes key developmental domains and strategies, such as emotional expression opportunities, motor activity, learning in groups, playful learning, and shared reading. The second is to explore the possibility that dynamic intervention can improve vocabulary growth in a low socioeconomic status pre-K cohort and to examine whether the intervention can mitigate the impact of negative factors that impede vocabulary growth. Method: To explore the programme's impact, 62 children were recruited (28 girls and 34 boys) from seven different kindergartens in northern Israel. Their vocabulary skills were gauged pre-and post-intervention, and a MANOVA test was implemented to investigate the programme's contribution and its potential to mediate impeding factors. Results: The results indicate that the intervention improved the children's vocabulary scope in all domains and moderated the negative impact of lower socioeconomic status, low print exposure, and sibship size. Conclusion: We conclude by discussing how the dynamic intervention programme can address children's needs and what learning strategies might further enhance their vocabulary development.