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.