초등학교 고학년용 영양교육 소책자 개발 및 효과 분석 - 하루 필요 식품군 단위수 교육을 중심으로 - Development and Effects' Analysis of Nutrition Education Pamphlet for the Higherr Grades Elementary Students -Focused on Individual Daily Needed Food Exchange Units-원문보기
The purpose of this study was to evaluate effects of a nutrition education focused on Food Exchange System for the higher grades elementary children. Nutrition education lessons (40 min/lesson, 4 times), '5 major nutrients and functions', '6 food groups', 'daily needed energy and food exchange units...
The purpose of this study was to evaluate effects of a nutrition education focused on Food Exchange System for the higher grades elementary children. Nutrition education lessons (40 min/lesson, 4 times), '5 major nutrients and functions', '6 food groups', 'daily needed energy and food exchange units', 'good choice of snacks and balanced exercise' were provided to elementary students (5th grade students). This research was based on the data from two groups of elementary school children in the 'education' group (n = 31) and 'non-education' group (n = 31). We assessed the changes in dietary attitude, food habit and nutrition knowledge using questionnaire and nutrient intake using 24hr recall method by nutrition education using the developed pamphlet. After education, there was a significant difference in the dietary attitude score only in attitude of 'balanced meal' (p < 0.001) in the education group compared to the non-education group. In food habit, there were significant positive changes in the type of breakfast and in the priority of choosing snack in the educated group. In nutrition knowledge, there were significant increases in scores of 'function of carbohydrate' (p < 0.05), 'function of fat' (p < 0.01), 'function of vitamin' (p < 0.01), 'foods of carbohydrate' (p < 0.01), and 'foods of vitamin' (p < 0.01) in the educated group. After education, carbohydrate: protein: fat (CPF) ratio was significantly different between the two groups (education group, 59 : 16 : 26 vs. non-education group, 63 : 15 : 23). In evaluation of nutrient intake by Dietary Reference Intakes for Koreans (KDRIs), there were significant positive effects in energy (p < 0.05), thiamin (p < 0.05), riboflavin (p < 0.05), vitamin C (p < 0.05), phosphorus (p < 0.01), Fe (p < 0.01) and zinc (p < 0.01) in the education group compared to the non-education group. In conclusion, the developed 4 times' nutritional education pamphlet focused on individual daily energy requirements and food exchange units using food exchange system for higher grades' elementary student may positively change nutrition knowledge and dietary intakes.
The purpose of this study was to evaluate effects of a nutrition education focused on Food Exchange System for the higher grades elementary children. Nutrition education lessons (40 min/lesson, 4 times), '5 major nutrients and functions', '6 food groups', 'daily needed energy and food exchange units', 'good choice of snacks and balanced exercise' were provided to elementary students (5th grade students). This research was based on the data from two groups of elementary school children in the 'education' group (n = 31) and 'non-education' group (n = 31). We assessed the changes in dietary attitude, food habit and nutrition knowledge using questionnaire and nutrient intake using 24hr recall method by nutrition education using the developed pamphlet. After education, there was a significant difference in the dietary attitude score only in attitude of 'balanced meal' (p < 0.001) in the education group compared to the non-education group. In food habit, there were significant positive changes in the type of breakfast and in the priority of choosing snack in the educated group. In nutrition knowledge, there were significant increases in scores of 'function of carbohydrate' (p < 0.05), 'function of fat' (p < 0.01), 'function of vitamin' (p < 0.01), 'foods of carbohydrate' (p < 0.01), and 'foods of vitamin' (p < 0.01) in the educated group. After education, carbohydrate: protein: fat (CPF) ratio was significantly different between the two groups (education group, 59 : 16 : 26 vs. non-education group, 63 : 15 : 23). In evaluation of nutrient intake by Dietary Reference Intakes for Koreans (KDRIs), there were significant positive effects in energy (p < 0.05), thiamin (p < 0.05), riboflavin (p < 0.05), vitamin C (p < 0.05), phosphorus (p < 0.01), Fe (p < 0.01) and zinc (p < 0.01) in the education group compared to the non-education group. In conclusion, the developed 4 times' nutritional education pamphlet focused on individual daily energy requirements and food exchange units using food exchange system for higher grades' elementary student may positively change nutrition knowledge and dietary intakes.
학령기는 비교적 성장이 완만하게 지속되면서 제 2의 급속한 성장을 준비하는 시기이다(Koo 등 2006). 학령기 후기에 해당하는 고학년 아동은 신체적 성장과 함께 자아개념의 발달, 사물을 판단·종합하는 인지능력이 이루어져, 평생의 건강에 기초가 되는 자발적인 식습관을 형성하는 시기이다(Cole 등 2006).
학령기 아동의 올바른 식생활을 위한 영양교육은 어떻게 이루어져야 하는가?
영양교육은 단순한 지식 전달을 목적으로 하는 것이 아니라, 영양지식을 실제 식생활에 적용하여 보다 합리적인 식생활을 할 수 있도록 하는 것이다(Park 등 2007). 올바른 식생활은 올바른 영양지식을 바탕으로 한 식생활을 실천할 때 이루어지므로(Yi 2007), 학령기 아동에게 먼저 영양과 건강과의 관계를 충분히 인식시키고, 올바른 영양지식과 태도를 익히게 해야 한다. 그 후 아동 스스로가 식품 섭취를 현명하게 할 수 있도록 하는 행동의 변화까지 이끌 수 있는 실제적인 교육활동이 필요하다. 따라서 영양교육에 의한 지식 향상의 단기적인 효과와 실제 생활의 긍정적인 변화인 장기적인 식습관의 변화를 함께 향상시키기 위해서는, 단계적이고 체계적인 영양교육 프로그램과 실질적으로 활용될 수 있는 실제적인 영양교육 자료가 개발되어져야 한다(Moon 등 2008).
영양교육의 목적은 무엇인가?
학령기 아동의 체력 저하, 영양 불균형, 비만 유병율 증가 등의 다양한 영양 문제가 지적됨에 따라, 학령기 아동의 올바른 식생활을 위한 영양교육의 중요성이 강조되고 있다. 영양교육은 단순한 지식 전달을 목적으로 하는 것이 아니라, 영양지식을 실제 식생활에 적용하여 보다 합리적인 식생활을 할 수 있도록 하는 것이다(Park 등 2007). 올바른 식생활은 올바른 영양지식을 바탕으로 한 식생활을 실천할 때 이루어지므로(Yi 2007), 학령기 아동에게 먼저 영양과 건강과의 관계를 충분히 인식시키고, 올바른 영양지식과 태도를 익히게 해야 한다.
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