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

Yu-Jin Jang and Yea-Ji Hong ()
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Yu-Jin Jang: Department of Early Childhood Education, College of Social Science, Gachon University of Korea, Seongnam-si 13120, Korea
Yea-Ji Hong: Department of Child Studies, Inha University, Incheon 22212, Korea

IJERPH, 2022, vol. 19, issue 20, 1-13

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.

Keywords: autonomy; teacher–child relationship; fundamental movement skills; gender difference; whole-child development (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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