The Relation between Korean Children's Autonomy and Motor Development Mediated by Teacher-Child Relationships: A Focus on Gender Difference

Abstract

This study was conducted to identify the relation between children's autonomy and motor development mediated by teacher-child relationships. Are there differences between teacher-child relationships and motor development according to the gender of the child? To answer this question, the fundamental movement skills of 292 children were measured, and teacher-child relationship and children's autonomy data were collected from the teachers. There was a gender difference in locomotion skills; however, there was no difference in object control skills. In the case of girls, a conflict teacher-child relationship mediates the association between autonomy and object control skills. This study highlights the importance of teacher-child relationships, which are mainly discussed in relation to conventional social-emotional development, and provides examples of whole-child development.