Objectives The study noted the importance of child motor development, confirming the impact of mother-reported and teacher-reported child initiative and self-regulation on the children’s motor development.
 Methods For 278 children, motor development was measured using the Test of Gross Motor Development (TGMD-II), and child initiative and self-regulation data were collected from 278 mothers and 14 teachers using the Devereux Early Childhood Assessment questionnaire.
 Results There was a difference in child motor development according to the level of initiative and self-regulation. The higher the mother evaluates her child's self-regulation, the higher the teacher evaluates the child's initiative, the better the child's locomotion skills were. With this, the higher the mother and teacher assess the child's self- regulation, the higher the teacher assessed the child's initiative, the better the child's object-control skills were.
 Conclusions The results of this study provide examples of whole child by empirically illustrate the relationship between social emotional development and physical motor development.