This study analyzed the substitute behavior of mothers of infants or elementary-school-aged children in terms of consumption. For this study, in-depth interviews were conducted with women residing in the Seoul metropolitan area who show significant interest in their children. The interviews were analyzed based on the grounded theory.The findings of this study are as follows. First, mothers show substitute behavior for their children's appearance.The younger the children, the more substitute consumption exhibited by mothers. As children grow older and are able to choose what to wear, mothers show less substitute behavior tendencies regarding appearance management.Second, mothers tend to exhibit substitute behavior regarding their children's academic achievements. Mothers hope their children will be more successful than themselves were or will achieve the dreams that they failed to accomplish, which drives substitute behavior. Mothers affectionately provide children with financial support so they can obtain academic achievement and they hope their children will have successful occupations in the future. Third, mothers who are not satisfied with their appearance and have low self-esteem are more likely to exhibit substitute behavior with their children. This study will be helpful in understanding mothers' motivation and psychological factors regarding the support of their children.
This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher' s professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process-pre-lesson phase, lesson implementation phase, and assessment phase-based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher' s professionalism.
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