The purpose of this study was to investigate the effects of a mother’s motivation for providing English education to a young child on the provision of English education and the child’s interest in learning English. Also, the mediating role of the type of English education provided (English interaction at home and English private lessons) between a mother’s motivation and a child’s interest in learning English was examined. In total, 414 Korean mothers of 3-to-5-year-olds reported their motivation for providing English education to their child, frequency of English interaction at home, and the duration of English private lessons the child experienced. The degree of a child’s interest in learning English was measured by both the child’s mother and the teacher. The main results are as follows. First, a mother’s integrative motivation had a positive effect on the provision of English education. On the other hand, a mother’s instrumental motivation did not have a significant effect on the provision of English education. Also, a mother’s integrative motivation had an indirect effect on a child’ interest in learning English through English interaction at home. A mother’s integrative motivation had a direct effect on a child’s interest in learning English as well. This study is theoretically meaningful in that the concept of integrative and instrumental motivation of foreign language learners is extended to the mothers who provide foreign language education to their young children. Also, this study provides practical implications for early childhood mothers by highlighting the importance of integrative motivation and English interaction at home to enhance the child’s interest in learning English.

The purpose of this study is to determine a valid strategy for implementing payment for the local forest ecosystem services (local forest PES) by considering citizens’ willingness to pay (WTP) and the resource types utilized (taxes and donations). A total of 1000 citizens responded to an online survey, which consisted of questions related to respondents’ socio-demographics, predicting factors (i.e., political orientation, personal tie to the region) of their willingness to pay (WTP), and their willingness to pay for a bundle of 10 different forest ecosystem services (ESs) in the region of the Yeoninsan provincial park in Gapyeong-gun, Gyeonggi-do, South Korea. The estimation of the respondents’ WTP for the promotion of the forest management activities, which enhances the ES bundle of the local forest, was 14,315–20,216 KRW (12.75–18.00 USD) per year in taxes and 12,258–26,518 KRW (10.92–23.61 USD) per year in donations. This study also revealed that the predicting factors influencing the respondents’ WTP for the promotion of the local forest ESs differed according to the financial resource type (taxes and donations). The results of this study are meaningful in that they can be used as empirical basic data in estimating payments and preparing measures to secure financial resources when designing payments for the ecosystem services for the local forest.

This study is based on the perspective that picture books about forests can facilitate children’s knowledge and emotions about the forests, functioning as a triggering source to make children act sustainably toward forests. This study used content analysis to explore the presence and association between environmental themes and forest ecosystem services (FES) categories in 169 picture books about forests. The analysis revealed that behavioral themes (e.g. daily environmentally friendly behaviors) and the regulating services (e.g. local climate and air quality control) were less frequently presented in the picture books than other environmental themes and FES. Furthermore, several associations were identified between environmental themes and FES categories. We discuss some implications of the findings for research and practice in using picture books about forests for sustainability education.

We investigated the dynamic relationships between children’s risky play attempts in a naturalistic setting, their injury experience, and their self-control ability. To test this, we administered surveys to 862 mothers of 3- to 5-year-olds. The results showed that children who tried more diverse types of risky play experienced more injuries in naturalistic settings than those who tried fewer types of risky play. Children with a high level of self-control experienced fewer injuries than those with a low level of self-control. Also, children who frequently played in naturalistic settings demonstrated higher self-control. We conclude that when children play in naturalistic settings, those who enjoy trying various types of risky play may be exposed to more danger than those who do not. However, in the long term, children’s experience playing in naturalistic settings can enhance their self-control ability, which mitigates the chance of them getting injured.