• 한국식품조리과학회지
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• 제11권1호
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• pp.58-68
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• 1995

The Purpose of this study is to survey nutrition education for day-care teachers and children. For this study, 453 day-care teachers were asked questionnaire and responses were analyzed. Textbooks of the teachers were also analyzed and nutrition survey at four different places of day care were carried out. The results of this study are as follows: 1. The majority of the day-care teachers were interested in the nutrition and nutrition education, but only 23.2% of the teachers had experience of nutrition education. 2. As to the nutrition knowledge(high, middle, and low), 58.1% of the teachers responded to the middle level. 3. About 81% of the text materials for the pre-teachers contain subject of the health and nutrition management for the children, however, the contents of nutrition management were limited to 7 pages(0.6% of the volume). For the text materials of the re-education, only 9.1% contains the subject, and the contents of nutrition management were limited to 3% of the volume. 4. The percentage of employing dietitians in the day-care is 12.4%, and menu is prepared mostly by the director of the day care. 5. In the nutrition survey, nutrient intake was mostly unsatisfied.

• 동아시아식생활학회지
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• 제25권1호
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• pp.20-29
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• 2015

This study investigated the demand of nutrition education programs among preschooler's parents. Focus group interview was conducted four times with 29 parents of preschool children. Most subjects appeared to have interest in nutrition education; 'very interested' (58.6%), 'somewhat interested' (20.7%). Sources of nutrition information were 'internet' (35.1%), 'books' (21.6%), 'newspaper or magazines' (13.5%), 'family or relatives' (13.5%), 'media' (8.1%), 'preschool' (5.4%) and 'hospital or public health center' (2.7%) in order. The most frequently mentioned health problems related to dietary behavior were atopy and obesity. Major concerns for children's dietary behavior was picky eating habits, and having questions for how to deal with this problem. Most subjects had trouble with obtaining an adequate amount of dietary supplements for their children. Nutrition education for parents about food labeling and information on processed foods was in demand. Preferred methods of nutrition education for children were playing games with stickers, gardening vegetables, and participating in cooking. Attitudes toward computer-assisted education materials, one of the methods of nutrition education, appeared to be ambivalent. Some preschool parents showed negative attitudes towards exposing their children to electronic devices at an early age, whereas others showed positive attitudes. Subjects were interested in meal-planning and ways to balance nutrients for their child. Parents preferred attending professional lectures to receive reading materials or searching websites as an adult nutrition education method. Results of this study have implications on providing basic information for developing nutrition education programs for preschoolers and their parents. Future research should focus on developing nutrition education programs for both preschools and the home.

• 대한지역사회영양학회지
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• 제7권6호
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• pp.781-793
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• 2002

This study was carried out to investigate the nutritional education status and the recognition of the importance of elementary school dietitians (N＝183) in the Gyeongnam area. The results are summarized as follows. All subjects took part in nutritional education program, but the educational methods were passive, as in the case of “home correspondence”(80.8%) and “bulletin board poster”(16.4%), and the education frequency was very low as in “one time/month”(90.2%). The subjects thought “as an independent subject”(41.5%) and “as a related subjects”(35.1%) were suitable teaching venues for the nutritional education. They were very low in individual counseling (4.5%) for school children because of “lack of opportunity”(42.2%) and “heavy work load”(24.1%). However, most of the subjects wished that nutritional counseling could offered in the future (95.5%). The parents＇ experience of nutritional education was also low (34.3%). Information sources for nutritional education were mainly the “internet”(53.1%) and “re-educational materials” (25.0%). The available instructional materials included “printed materials”(96.7%), “exhibition bulletin materials” (70.3%) and “electronic materials”(46.4%). The preferred education materials were “exhibitionㆍbulletin materials”(32.2%), “printed materials”(29.2%), and “electronic materials”(27.7%). However, materials they wished to purchase were “electronic materials”(54.5%) and “cubic materials”(26.0%). These results show a difference between the preferred materials and the possessed materials. Most school dietitians (98.4%) recognized the necessity of nutritional education with respect to “good table manners”(42.0%), “correction of food prejudices”(30.3%), and “proper nutrition for growth”(21.0%) Although they had a great interest in nutritional education, they had difficulty in cutting their teaming into practice because of “heavy work load”(30.9%), “lack of a systematic curriculum”(25.2%), and “lack of a educational opportunity”(22.8%). Ninety five percent of subjects wished to have nutrition education taught as an independent subject. They pointed out “kindergarten”(60.0%) and “lower grades in elementary school”(33.9%) as the optimal starting times for nutritional education and “school dietitians”(91.3%) as suitable teachers for these programs. The required topics chosen by the subjects for nutritional education for children were “proper eating habits”(54.2%) and “nutritional problem”(31.5%). The dietitians thought “food prejudices”(44.7%), “rat too much processed and instant foods”(36.5%), and “obesity”(11.8%) were the most common nutritional problems among elementary school children. These results suggest the necessity of solving the nutritional problems in children by developing a nutritional education program. Along with this program, if dietitian assisted programs for parents were developed, the effects of nutritional education could definitely be increased.

• 한국식품영양과학회지
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• 제41권9호
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• pp.1259-1264
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• 2012

본 연구는 초등학생의 영양교육에 대한 만족에 따른 인식을 파악하기 위하여 대도시 보건소에서 개발한 영양교육 프로그램을 이용하여 영양교육을 실시한 울산지역 초등학생 327명을 대상으로 설문지법을 이용하여 조사하였으며 결과를 요약하면 다음과 같다. 도구 및 시청각 자료는 만족한다. 52.3%, 보통이다 38.8%였고, 내용수준은 알맞다 67.3%, 낮다 25.7%였으며 타 교과목과 비교한 재미는 재미있다 46.5%, 보통이다 41.0%로 나타났다. 3학년이 5학년보다 도구 및 시청각자료(p<0.05)와 타 교과목과 비교한 재미(p<0.001)에 대한 만족하는 비율이 유의적으로 높았다. 영양교육이 재미없는 이유는 체험활동이 아니어서, 원하는 내용이 아니어서, 중요성을 몰라서, 내용이 어려워서의 순으로 나타났다. 영양교육에 대한 필요성 점수는 도구 및 시청각자료에 대해 만족한 학생(p<0.001), 내용수준이 높다고 응답한 학생(p<0.01), 타 교과와 비교하여 재미있다고 응답한 학생(p<0.001)이 유의적으로 높게 나타났다. 영양교육 재교육에 참여할 의향점수는 도구 및 시청각자료에 대해 만족한 학생과 타 교과와 비교해서 영양교육이 재미있다고 응답한 학생이 유의적(p<0.001)으로 높았다. 영양교육을 받은 학생 중 77.6%가 친구에게 영양교육을 권할 의향이 있었으며 도구 및 시청각자료에 대해 만족한 학생의 85.2%, 내용수준이 알맞다고 응답한 학생의 82.3%, 타 교과와 비교하여 재미있다고 응답한 학생의 90%가 친구에게 영양교육을 권할 의향이 있었으며 유의적인 차이(p<0.05)를 보였다. 영양교육 만족에 따른 식생활에 도움 정도는 필요영양소, 세끼 식사를 하는 이유, 아침식사의 중요성, 알맞게 먹기, 올바른 간식섭취, 식품구성탑, 영양표시의 순으로 나타났다. 도구 및 시청각 자료에 대해 만족하거나 보통이라고 응답한 학생들이 아침식사의 중요성, 알맞게 먹기, 올바른 간식섭취, 영양표시, 식품구성탑, 필요영양소에서 유의적(p<0.001)으로 높은 점수를 보였고, 타 교과와 비교한 재미에서, 재미없다고 응답한 학생은 모든 항목에서 유의적(p<0.001)으로 낮은 점수를 보였다.

• 대한영양사협회학술지
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• 제23권2호
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• pp.143-154
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• 2017

The purpose of this study was to understand barrier factors affecting nutrition education jobs and determining priorities according to frequency of occurrence of obstacles. Focus group interview (FGI) was conducted on 11 nutrition teachers, and the result are summarized by the phenomenological analysis method. The barriers of nutrition education consisted of three categories, seven themes, and 10 sub-themes. The three categories were divided into work burden, recognition of nutrition education, and limitations of the nutrition education environment. Recognition of nutrition education was further divided into internal recognition from nutrition teachers and individual and external recognition from students and staff. The results showed that the most frequent barrier experienced by nutrition teachers in the work burden category was heavy work loads of foodservice management, followed by irrational working environment. In addition, limitations of the nutrition education environment consisted of absence of standard curriculum and textbooks, inadequate education infrastructure, and inadequate class time. To improve this, it is necessary to reduce nutrition teacher's food service management and develop standard curriculum and educational materials for nutrition education.

• 한국지역사회생활과학회지
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• 제18권2호
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• pp.323-334
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• 2007

This study was made to analyze the condition and the needs of nutrition education considering the different stage of nutrition education recognized by the dietitian in industrial area. 165 female dietitian were surveyed by questionnaire and they were divided into 4 groups according to the different recognition stages of nutrition education: Pre-contemplation(PC) 4.8%, Contemplation(CO) 46.7%, Preparation(PR) 22.4%, Action & Maintenance phase(AM) 26.1%. For statistical analysis, SAS(Ver.8.1. for Window) was used to find out the distribution related with nutrition education and to calculate the scores of mean and standard deviation. General characteristics of the subjects are about 20 years old(71.5%), single(69.7%), careers over 5 years(40%) and university graduates(73.9%). The number of meals(p<0.05) and the employment status(p<0.05) were significantly different according to the recognized stage of nutrition education. The practice of nutrition education was different depending on the dietitian in the industry. Many of the factory dietitian were in pre-contemplation stage(87.5%), however, those in the office and service area were more in Action & Maintenance stage(27.9%). In the industrial area, just 26.1% of dietitian operated the nutrition education and most did not due to the work overload and insufficient support of staff(73.3%). The frequency for the most effective nutrition education was once a month(61.2%). The contents for desirable nutrition education were in the order of 'eating habits'(36.1%), 'relation with the daily life'(23.5%), 'food hygiene' (21.7%), 'nutrition knowledge'(9.7%), and 'disease prevention'(9%). In operating nutrition education, dietitian had concerns about 'insufficient support of staff', 'shortage of teaching materials' and 'lack of time'. And, the dietitian who were with lower recognition stage of nutrition education(P<0.05) concerned more about the insufficient educational contents. In conclusion, dietitian in the industry highly recognized the need of nutrition education, but it was so difficult to practice. For more programs and various materials should be developed, and the staff's perception, the view of dietitian and the meal service should be changed, too. For the health improvement of industrial workers, it would be necessary to proclaim the importance of nutrition education nationwide.

• 대한지역사회영양학회지
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• 제19권4호
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• pp.342-360
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• 2014

Objectives: This study aimed to develop nutrition education program for consumers to reduce sodium intake based on social cognitive theory (SCT). Methods: The main factors of SCT related to low sodium diet were investigated by using focus group interview (FGI) with 30 women who participated in consumer organizations. Results: The main target groups for the education program were housewives (H), parents (P), and the office workers (OW), for which we considered their influences on other people and the surroundings. According to the results of FGI, in carrying out low sodium diet, 'positive outcome expectation' were prevention of chronic disease and healthy dietary habit, and 'negative outcome expectation' were low palatability of foods, difficulty in cooking meals, and limited choice of foods. The contents of the program and education materials were individualized by each group to raise self-efficacy and behavioral capability, which reflected the results of the FGI. The program included 'salt intake and health' to raise positive outcome expectation. For improving the ability to practice low-sodium diet, the program contained the contents that focused on 'cooking' and 'food purchasing' for H, on 'purchasing and selection of low-sodium food with the children' for P, and on 'way of selecting restaurant menu' for OW. Also the program included 'way of choosing the low-sodium foods when eating out' with suggestions on sodium content of the dishes and snacks. Further, 'dietary guidelines to reduce sodium intake' was also suggested to help self-regulation. Conclusions: This nutrition education program and education materials could be utilized for the community education and provide the basis for further consumer targeted education program for reducing sodium intake.

• Journal of Community Nutrition
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• 제8권4호
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• pp.165-170
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• 2006

This study was conducted to develop and apply a computer-based multimedia nutrition education program for preschoolers based on the Dick and Carey model of instructional design. The Dick and Carey model included 4 phases: analysis, design, development, and evaluation. The program's instructional goals, objectives, assessment instruments, content, examples, and practice questions with feedback were written in the design phase. To be familiar with the 5 food groups, 'Nutrition exploration' were programmed using Hyperstudio. 'Nutrition exploration' was designed as a five-session, interactive multimedia game, with each session taking about 5 minutes to complete. Nineteen preschoolers, aged 6, volunteered to participate formative evaluation. The effectiveness of the program was examined using a pre-post test design. Participants were recruited by personal contact at the individual preschool education center. The application was carried out during 4 weeks. The results showed that intervention participants significantly increased knowledge between pre-test and post-test. The results support using IMM (interactive multimedia) to disseminate nutrition education to the target population. This research provides the basis for continuing development of computer-based nutrition education materials.

• 한국식품영양학회지
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• 제1권2호
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• pp.25-30
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• 1988

To investigate, how many, what kind of nutritional programs in primary school curriculum, all the textbooks were collected and analyseds. Through this study, what 1 obtained, the results are summarized as follow 1 There are a lot of nutrition education program in primary school textbooks, but it is very shortage in learning in the classroom. 2. Nutrition education is done some by classroom teaching In lunch feeding school, but It is insufficient. 3. It assumes that nutrition education must be done in all the primary school, whether the lunch feeding school or not. The reason is, nutrition education is the foundation of health. 4. Through a classroom teaching regularly, nutrition education is going to be done throughly. It is necessary that nutrition educational materials must be exploited.

• 대한지역사회영양학회지
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• 제14권2호
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• pp.158-167
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• 2009

This study was conducted to reduce children's fat intake and to establish healthy dietary lifestyles. To achieve these goals, we searched, collected, and analyzed the materials related to the fat education, based on which the research personnel-professors and graduate students in nutrition and child education and elementary school teachers-discussed to figure out major topics, objectives, and detailed contents and activities appropriate for fat intake reduction. We also organized an advisory committee composed of 15 professionals in related fields to discuss the adequacy and validity of the specific contents. Finally, we systematically organized the contents and developed children's textbooks and teacher's guidebooks. Considering the different cognitive development stages of junior and senior elementary students we developed two different textbooks for each of them which are easy to read and understand, fun to play with lots of activities, and designed to practice into daily life. The contents cover three major topics-the concept of lipid, lipid in food, lipid in life and are composed of 6 units in total. To help teachers understand and and to instruct, teacher's guidebooks contain an overview of the education, specific information and practical guidelines for each class. We developed these education materials with the aim of lowering children's fat consumption and eventually promoting their health welfare; hopefully we expect these materials would be useful for children's nutritional education in the field.