PICKUP DATA 2 Discipline and relationships are important issues. Peer relationships are a major concern (Table 2).

Issues of concern for mothers' child rearing practices:

Praising and Scolding Children Peer Relationships

The biggest concern for mothers about their own child rearing practices was how to praise and scold their children (59.6%). Peer relationships ranked second and are related to children's characters, attitudes, and manners. This indicates parents' concerns about their children's relationships with friends at school. Four of the ten top-ranking concerns had to do with meals and eating habits. The mothers' own relationships with their mothers-in-law, relatives, neighbors, in regard to child-rearing ranked fifth. Mothers' satisfaction with their lifestyles or desire to start something new (39.8%), after their children entered school ranked eighth. Changing concerns by grade, gender, and birth order Mothers' concerns change as their children increase in age. Generally, mothers are more concerned about their first child than their second child or younger. When children enter primary school, mothers become particularly concerned about the ability of the child to greet and thank others. Some gender differences also appeared. Mothers of boys are 1.5 to 1.7 times more concerned with disciplining their children about changing clothes, wetting pants and toilet manners than mothers of girls. Mothers of boys are also worried about other daily habits such as, brushing teeth, washing hands, and table manners, in addition to being concerned about allergies. On the other hand, mothers of girls are more concerned about monitoring homework and after-school lessons. Particularly, how to choose and give private lessons and teaching materials. Understandably, this is related to the fact that girls account for 72.3% (boys are 27.7%) of children who take after-school piano or other music lessons that require daily practice.

PICKUP DATA 3 Both school and family are responsible for socialization. Children learn daily habits at home, while school and home are both responsible for academic learning, daily habits, and manners (Table 3). Many parents responded that they should instill daily habits and manners in their children at home: regular wake-up time and bedtime; balanced diet and good table manners; independence and how to take care of oneself; how to greet or thank others politely (Pattern A). Family and school should support children's studies and socialization together. As shown in Pattern B, both parents and teachers should motivate children to study and give them incentives that stimulate the child's potential; teach them about relationships with others including friends; and instill a sense of ethics. However, since the survey covered children from pre-school to the second grade, there was a difference in the mothers' awareness by working status as well as by the children's grade.

PICKUP DATA 4 Friends and teachers provide information. Housewives depend more on friends and acquaintances in the neighborhood; while full-time working mothers depend on teachers. Mothers rely on friends and acquaintances in the neighborhood, their own mothers, spouses and teachers for information (Table 4). Mothers get information on discipline and education from a variety of sources as shown above. However, the most reliable sources of information were: (1) friends and acquaintances in the neighborhood, (2) spouses, (3) their own mothers, (4) pre-school or primary school teachers, (5) friends not in the neighborhood and (6) family and relatives other than mothers and mothers-in-law. Depending upon their working status, mothers get reliable information from different sources. Housewives depend more on their spouse, friends and acquaintances in the neighborhood, while full-time working mothers depend more on teachers, their own mothers and friends not in their neighborhood, partly because they do not have much time to spend with friends in the neighborhood. Part-time workers were between these two groups. Role models and relationship to information source As role models, mothers cited (1) their own mothers, (2) friends and acquaintances in the neighborhood, and (3) mothers of their children's friends. Except for spouses, mothers-in-law and teachers, they get most information from people whom they see as role models. Mothers formed their own information networks and learned from good friends or their elders who have experience with child rearing.

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