Pathways to social competence: motor skills and the mediating role of independence in early childhood education
Pathways to social competence: motor skills and the mediating role of independence in early childhood education
DOI:
https://doi.org/10.47197/retos.v78.118679Keywords:
Motor skills, independence, social skills, early childhood education, PLS-SEM, mediatingAbstract
Background. The preschool period is a critical transition during which motor and social development lay the foundation for school readiness. Although the literature has extensively discussed the direct relationship between physical capabilities and social skills, the psychological mechanisms that bridge the two, particularly the role of independence, are still rarely explored holistically in the context of early childhood education.
The purpose of this study is to examine the role of independence as a mediator in the relationship between motor skills (gross and fine) and social skills in children aged 5-6 years. Using a cross-sectional explanatory survey design, this study involved 400 preschoolers in Makassar City, Indonesia, selected through a two-stage cluster sampling procedure. Data were collected through structured observation over three months by certified teachers using validated instruments. Data analysis was carried out with Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4.0.
The results of the structural model analysis show that motor skills have a significant positive effect on independence and social skills. The crucial findings of this study reveal that independence functions as a significant partial mediator, with indirect influences through independence stronger than direct motor influences on social skills. The results of PLS-predict confirm that the model has intermediate category predictive power for child behavior development.
The conclusion of independence acts as an "accelerator" that transforms physical efficacy into social competence. The implications of this study emphasize the importance of a physical education curriculum that not only trains physical agility but also integrates autonomy stimulation and independent decision-making to optimally support children's social participation.
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