• Journal of the Korean Dietetic Association
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• v.26 no.2
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• pp.153-173
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• 2020

The purpose of this study was to objectively quantify the effects of nutrition and dietary life education on preschoolers through meta-analysis. In addition, it provides basic data for the implementation of nutrition education and development of systematic nutrition and dietary life education programs. In this study, a meta-analysis of 27 papers was conducted that conformed to the selection criteria in the study conducted from January 2012 to August 2019 to derive objective data on the effects of education. As a result of the analysis, the overall effective size of nutrition and dietary life education for preschoolers was 0.829, which indicates a strong effect. According to the education method, the effect size of general education was 0.562, which indicates a medium effect size, the vegetable playing-based experience education was 0.685, which indicates a medium effect size, and cooking activity-based experience education was 1.101, which indicates a large effect size. Judging from this result, experience activity education was more effective than general nutrition education. In addition, the combined size of convergence education conducted through a combination of general and experience education was found to be the most effective at 1.301. In terms of educational effect, it was confirmed that the effect size was 0.898 for improving nutrition knowledge, 0.858 for improving dietary habits, 0.836 for improving unbalanced diet, and 0.756 for improving food preference and intake, and the sizes of effects were all found to be large. As frequency of education increased, the number of education participants decreased and the effect of education increased.

• Culinary science and hospitality research
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• v.21 no.4
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• pp.236-250
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• 2015

This study investigated dietary education and education satisfaction from the perspectives of academic ability improvement, psychological-emotional development, and self-respect. For this reason, empirical analysis was performed on the relationship between dietary education activity, education satisfaction, and self-respect. The purpose of this study is to appreciate the importance of dietary education, to focus the attention of researchers on dietary education and to provide fundamental materials. The results drawn from analysis are as follows. Firstly, it was discovered that the degree of dietary education has positive relationships with both academic ability improvement, and psychological/emotional development. Secondly, self-respect has positive relationships with academic ability improvement, and psychological/emotional development in terms of education satisfaction. Thirdly, after analyzing the influences of dietary education activity on self-respect, it was indicated that self-respect has a positive relationship with dietary education activity. Therefore, continuous and consistent dietary education needs to be performed at home, as well as at school, at the national level to establish appropriate dietary knowledge to teenagers, rather than simply delivering knowledge. It is also suggested that the education that can form self-respect be required.

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.195-209
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• 2012

The purpose of this study was to develop an environmental education programs utilizing dietary life. On this study, the environment education programs developed upon dietary life were implemented to the third graders to see how they affects their environmental literacy and specific aims of this study. The results were as follows; The first of all, we should start by outlining the relationship between our environment and our diet. We can use the resulting outline to develop the environmental education programs with the purpose of improving our diet. Secondly, there were significant changes in environmental recognition between the control group and the test group. Thirdly, the environment educational programs based on dietary life could enhance knowledges, emotions and activities about environment. As a conclusion, the environmental education programs could confirm its value as the environmental education programs in this study, and it could bring out positive influence on environmental literacy of third graders in the elementary school.

• Korean Journal of Community Nutrition
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• v.23 no.1
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• pp.13-27
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• 2018

Objectives: This study was conducted to examine the effects of nutrition education with a dietary guidebook for children on dietary attitude, nutrition knowledge and nutrient intakes. Methods: The subjects were 54 higher grade elementary students (27 educated vs. 27 non-educated). The educated group was provided individual and/or group lessons (40 min/lesson/week, 4 week) using a dietary guidebook of Children developed by The Korean Society of Community Nutrition (KSCN) & Korean Food and Drug Administration (KFDA). The contents were Balanced Diet, Smart Food Choices, Cooking a Healthy Snack and Building a Healthy Body. We examined the differences in nutrition knowledge, dietary attitudes and dietary intake between the educated group and non-educated group. Results: After education, the educated group improved dietary attitude, nutrition knowledge and qualitative nutrient intakes compared to the non-educated group. Specifically, among dietary attitudes, 'taking a meal with salty and spicy food' increased, while among nutrition knowledge, 'functions of protein', 'functions of fat', 'foods with carbohydrates', 'foods with fat', 'foods with vitamins', and 'foods with minerals' were increased. Nutrition adequacy ratio (NAR) scores for vitamin C, iron, and zinc were increased. Conclusions: Nutrition education using a dietary guidebook for children developed by the KSCN & KFDA had positive effects on nutrition knowledge and qualitative nutrient intakes. These findings suggest that nutrition education focused on personalized daily energy and nutrient requirements may improve dietary attitude and quantitative nutrient intakes of children.

• The Korean Journal of Food And Nutrition
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• v.24 no.2
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• pp.246-257
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• 2011

The purpose of this study was to identify the effectiveness of a nutrition education program of reducing children's sugar intake based on social cognitive theory. This education program composed of 6 units was conducted in discretional activity class of the $3^{rd}$ and $4^{th}$ grade elementary school students. The results are as follows: First, the rate of correct answers and score of nutrition knowledge significantly increased after nutrition education. The scores of nutrition education in male students, students whose mothers have no job, and students with skinny physiques were much improved after nutrition education(p<0.05, p<0.01, p<0.001, respectively). Second, the dietary attitudes toward reducing sugar intake and checking nutrition labels significantly improved(p<0.05). And also, it tended to decrease in preference and intake of sweet foods. Third, the consumption of candy caramel jelly(p<0.05), yogurt(p<0.05), jam honey(p<0.05), and ice cream(p<0.001) were reduced after nutrition education. Besides, obese students' consumption of isotonic beverages, carbonated beverages, and fruit juice was reduced. Therefore, a positive change in dietary behavior appeared. Based on the above results, we confirmed that the nutrition education program focusing on reducing sugar intake applied with social cognitive theory was effective for improving the nutrition knowledge, dietary attitude and dietary behavior in sugar intake in elementary school students. Especially, this program showed the improvement in nutrition knowledge as well as dietary attitude and behavior in sugar intake among obese children. Since nutrition education during childhood significantly influences lifetime-health and disease prevention, it is necessary to develop theory-based nutrition education program and practice systematic and constant nutrition education in elementary schools.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.161-174
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• 2011

The aim of this study was to investigate middle school students' perceptions of dietary education in Technology-Home Economics classes. Out of the 444 survey respondents of 3rd grade middle school students in Gyeonggi area, 78.1% of them appeared to have obtained knowledge and information on diet and nutrition primarily from the dietary education delivered in Technology-Home Economics classes. Specifically, 62.6% stated "The current dietary education was useful." and 67.3% said "School dietary education was necessary." However, 88.7% was not even aware of the current Dietary Education Support Act, which was enacted in 2009. On the basis of the 28 subject categories in dietary education, in general, the more interested students were in a specific subject, the more actively they applied their knowledge of that subjects in real situations. In all categories, female students had a greater degree of interest and were more likely to apply that know lodge than male students. Among the 28 subjects, they had greatest interest in 'Dining Manners and Etiquette' and 'Nutrition and Meals for Adolescents' while they expressed relatively little interest in the subject of 'Cooking and Culinary Education'. Their perception of the necessity of dietary education was most highly influenced by their interest in the subject 'Nutrition and Meals for Adolescents', which was followed by gender difference and 'Dining Manners and Etiquette' as the most influential subjects.

• Journal of the Korean Society of Food Culture
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• v.29 no.2
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• pp.222-230
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• 2014

This study was conducted to investigate the effects of 10-week dietary education on elementary students in an after-school program in Seoul. Participants were 20 1-2 grade students and 283-6 grade students, and the dietary program consisted of dietary education and activities focused on children's levels of understanding. The results were as follows: Total participant's food habit scores and nutrition knowledge significantly increased (p<0.05) after dietary education. Food habit and nutrition knowledge scores of lower grade participants (grade) increased desirably (p<0.05). Meanwhile higher grade participants' (grade) food habit scores also changed (p<0.05), but their nutrition knowledge scores were changed. Boy's food habit scores significantly changed (p<0.05), whereas girl's food habit scores did not change significantly. Further, female participants' nutrition knowledge scores did not changesignificantly after education. Participants' obesity knowledge scores significantly changed after the education (p<0.05), but their attitudes on obesity increased insignificantly. Lower grade participants' attitudes on obesity significantly and desirably changed (p<0.05), whereas higher grade participants' attitudes on obesity changed insignificantly. Girl's knowledge and attitudes on obesity significantly and desirably changed (p<0.05-0.01). This study revealed the correlation between food habit scores and attitudes on obesity (p<0.01), demonstrating that participants with high food habit scores have advisable attitudes on obesity. The result of this study shows that lower grade participants' food habit scores, nutrition knowledge, and attitudes on obesity changed desirably after dietary education. Therefore, this study promote the development of adequate nutrition education and materials focused on lower grade students and the need for systematic and continuous dietary education programs based on elementary school.

• Journal of Nutrition and Health
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• v.23 no.4
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• pp.279-286
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• 1990

A nutrition education program has been designed for the children of obese or unbalanced dietary habits. A total of 120 children(60-obese and 60-unbalanced dietary habits) who were in 5th-6th grade was chosen for the program and the effectiveness of the nutrition education was evaluated. The nutrition education program was organized into daily lessons(3 wks). A booklet was made for the education and used during the education period, dealing with 5-Basic Food Groups and their functions, excess or deficiency in a human body, food exchange list, importance of health, obesity, unbalance dietary habits and of school lunch program were emphasized in every day session. dietary recall records were collected to assess their daily food intake and the amounts of meals were discussed. During the education period, booklets, wall charts, photographs, food models, VTR films and slide films were utilized. Assessment of effects of the nutrition education program was carried out by a nutrition knowledge test, food habit records, anthropometric measurements and food preference test. The nutrition knowledge scores were significantly improved after the education and the scores were higher on the children in the school with school lunch program. The anthropometric measurements and food preference test revealed no significant influences of the education on the children, showing that the education period was too short to change their eating behavior any may need a long-term education program. Food habit scores were improved after the education in both experimental and control groups. The experimental groups showed higher scores than the control group.

• Culinary science and hospitality research
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• v.18 no.3
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• pp.266-285
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• 2012

This study was conducted to investigate the dietary habits and nutritional knowledge of 5th and 6th graders and the teachers' perception of dietary life education at the elementary schools in Chuncheon area. The children who had breakfast and supper everyday accounted for 54.1% and 80.3% each. Children consumed 'breads or confectioneries'(42.6%) and 'fruits or juices'(39.3) as snacks. Only 57.4% of the children had balanced diet. Only 59% of the children answered correctly at the nutritional knowledge test, and only 75% had good dietary behaviors. About 78% of the teachers had the experiences of dietary life education, and they taught it in class(38.9%) or at school lunchtime(35.2%). The teachers answered that the major nutrition problems of elementary students were bad eating habits(37.7%) and too much ingestion of fast or instant foods(36.2%). They also answered that dietary life education was necessary(79.7%) and should be started more earlier(87.0%). Ironically, about 49% of the teachers answered that dietary life education should be taught by dietitians even if the teacher who spent most of the time with their students is the best person for dietary life education at school. It should be done in children's daily life, especially for elementary school students. Therefore, teachers should recognize the importance and the specialty of dietary life education at the elementary schools.

• Journal of the Korean Dietetic Association
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• v.6 no.2
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• pp.171-178
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• 2000

The purpose of this study was to obtain basic data of nutrition education for obese children in Seoul and to examine dietary habits, dietary behaviors, and body image recognition before and after nutrition education. A convenience sample of 69(male : 54, female : 15) obese children was selected from "98 Children Nutrition Camp" in Seoul. The survey design employed a structured questionnaires. The results of this study were summarized as follows ; 1. Anthropometric parameters such as height, weight were measured in 69 obese subjects of age 10~12. 2. Effects of nutrition knowledge were gained by dietary habits, dietary behaviors and body image recognition. 3. Comparison of nutrition knowledge scores for obese children was to obtain basic data of effects for nutrition education.