The purpose of this study is to investigate the effects of integrated cooking activities using picture books on young children's dietary habits and peer competence. The study was conducted to verify the effectiveness of integrated cooking activities using picture books and to provide applicability a...
The purpose of this study is to investigate the effects of integrated cooking activities using picture books on young children's dietary habits and peer competence. The study was conducted to verify the effectiveness of integrated cooking activities using picture books and to provide applicability and implications to the field of early childhood education. According to the purpose of this study, the following research questions were selected.
1. What is the effect of integrated cooking activities using picture books
on young children's dietary habits?
2. What is the effect of integrated cooking activities using picture books
on young children's peer competence?
For this, in this study, ten 5-year-old young children enrolled in a public I kindergarten located in T-city, Gyeongsangnam-do were chosen as study subjects. The research procedure was conducted in the order of tester training, preliminary test, pre-test, experimental treatment, and post-test, and The experimental treatment was conducted three times a week for 18 weeks from May 16, 2022 to December 9, 2022, for a total of 54 sessions. After the experimental treatment, a post-test was conducted using the same method as the pretest to determine the effect of the cooking activities using picture book cooking on young children's dietary habits and peer competence. The data collected in this study were analyzed using the SPSS 27.0 program. Cronbach's α was used to test the reliability of the test tool, and Shapiro-Walke test was used to test for normality. In addition, a paired sample t-test was used to test the effectiveness of the program. Observation records of the pre- and post-treatment of integrated cooking activities using picture books, parent interviews, teacher journals, and interviews with colleagues were used to collect data related to the study, and the data were repeatedly read and analyzed to enhance validity and ensure reliability through review and supplementation with early childhood education experts.
The results of the study are summarized as follows:
First, as a result of examining the effect of integrated cooking activities using picture books on young children's dietary habits, integrated cooking activities using picture books significantly improved dietary habits of the young children in the Go-woon Class. As a result of analyzing the pre- and post-average changes in the sub-factors of dietary habits, the average score increased in 'hygiene awareness', 'meal etiquette', and 'meal manners', and there were statistically significant differences. It can be seen that integrated cooking activities using picture books had a positive effect on the improvement of young children's dietary habits.
Second, as a result of examining the effect of integrated cooking activities using picture books on young children's peer competence, integrated cooking activities using picture books significantly improved the peer competence of the young children in the Go-woon Class. As a result of analyzing the pre- and post-average changes in the sub-factors of peer competence, the average scores in 'social', 'pro-social', and 'agency' increased, and there were statistically significant differences. This can be seen as the fact that integrated cooking activities using picture books had a positive effect on the improvement of young children's peer competence.
These results suggest that integrated cooking activities using picture books is an effective educational one that positively impacts young children's dietary habits and peer competence. Thus, integrated cooking activities using picture books include concepts such as food preferences, attitudes toward food, and table manners related to eating, and the contents such as eating evenly, trying new foods, washing hands, cleaning up after oneself, treating food with care and gratitude, sitting upright, and helping to clean up after oneself, brushing teeth after eating, and picky eating, are positively associated with being well accepted by peers and with improving peer competence in responding in a positive way and expressing initiative and assertiveness, suggesting that they have high educational values in the field of early childhood education.
The purpose of this study is to investigate the effects of integrated cooking activities using picture books on young children's dietary habits and peer competence. The study was conducted to verify the effectiveness of integrated cooking activities using picture books and to provide applicability and implications to the field of early childhood education. According to the purpose of this study, the following research questions were selected.
1. What is the effect of integrated cooking activities using picture books
on young children's dietary habits?
2. What is the effect of integrated cooking activities using picture books
on young children's peer competence?
For this, in this study, ten 5-year-old young children enrolled in a public I kindergarten located in T-city, Gyeongsangnam-do were chosen as study subjects. The research procedure was conducted in the order of tester training, preliminary test, pre-test, experimental treatment, and post-test, and The experimental treatment was conducted three times a week for 18 weeks from May 16, 2022 to December 9, 2022, for a total of 54 sessions. After the experimental treatment, a post-test was conducted using the same method as the pretest to determine the effect of the cooking activities using picture book cooking on young children's dietary habits and peer competence. The data collected in this study were analyzed using the SPSS 27.0 program. Cronbach's α was used to test the reliability of the test tool, and Shapiro-Walke test was used to test for normality. In addition, a paired sample t-test was used to test the effectiveness of the program. Observation records of the pre- and post-treatment of integrated cooking activities using picture books, parent interviews, teacher journals, and interviews with colleagues were used to collect data related to the study, and the data were repeatedly read and analyzed to enhance validity and ensure reliability through review and supplementation with early childhood education experts.
The results of the study are summarized as follows:
First, as a result of examining the effect of integrated cooking activities using picture books on young children's dietary habits, integrated cooking activities using picture books significantly improved dietary habits of the young children in the Go-woon Class. As a result of analyzing the pre- and post-average changes in the sub-factors of dietary habits, the average score increased in 'hygiene awareness', 'meal etiquette', and 'meal manners', and there were statistically significant differences. It can be seen that integrated cooking activities using picture books had a positive effect on the improvement of young children's dietary habits.
Second, as a result of examining the effect of integrated cooking activities using picture books on young children's peer competence, integrated cooking activities using picture books significantly improved the peer competence of the young children in the Go-woon Class. As a result of analyzing the pre- and post-average changes in the sub-factors of peer competence, the average scores in 'social', 'pro-social', and 'agency' increased, and there were statistically significant differences. This can be seen as the fact that integrated cooking activities using picture books had a positive effect on the improvement of young children's peer competence.
These results suggest that integrated cooking activities using picture books is an effective educational one that positively impacts young children's dietary habits and peer competence. Thus, integrated cooking activities using picture books include concepts such as food preferences, attitudes toward food, and table manners related to eating, and the contents such as eating evenly, trying new foods, washing hands, cleaning up after oneself, treating food with care and gratitude, sitting upright, and helping to clean up after oneself, brushing teeth after eating, and picky eating, are positively associated with being well accepted by peers and with improving peer competence in responding in a positive way and expressing initiative and assertiveness, suggesting that they have high educational values in the field of early childhood education.
Keyword
#유아 그림책 요리활동 식습관 또래 유능
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