유아 식생활 지도에 대한 유치원 교사와 부모의 인식 비교
A Comparison of Kindergarten Teachers' and Parent's Recognition of the Early Childhood Eating Habits Guidance
- 발행기관 강릉원주대학교 대학원
- 지도교수 최혜진
- 발행년도 2009
- 학위수여년월 2009. 8
- 학위명 석사
- 학과 및 전공 유아교육학과
- 원문페이지 iv, 59 p.
- 본문언어 한국어
초록/요약
This study is the comparison of kindergarten teachers and parents recognition of the early childhood eating habits’s early childhood eating habit object, contents, methods, directions, and find out the improvements and purpose present direction of the improvements. Group of research is kindergarten teachers 190 and parents 208 who living in Gangwondo. 18 questions were given with early childhood eating habit of the early childhood eating habits, and based on this calculated the frequency and percentage used cross-validation and t-test to comparison of kindergarten teachers and parents recognition of the early childhood eating habits. Result of research is as follows. First, the importance of object in the early childhood eating habit of the early childhood eating habits, the parents and teachers in the formation of correct dietary habits, taken the balance nutrition was shown the highest response. In addition, the health and manners also shown the important, mean early childhood eating habit is not that biased in any one area, but that biased in all the eating habits. Second, at the nutrition content of early childhood eating habit guide in the questions, both the parents and teachers recognized to eat all the food evenly were most important, and check food distribution period parents were recognized more important than teachers. In the question of health, the parents and teachers were recognized the most important that washing hands before eating. To brush your teeth after meals and not talk with eating, found parents recognized low response. The difference is not found at the recognition of honor. Third, at the most useful activities of early childhood eating habit guide in the questions, both the parents and teachers recognized share stories is the most useful, and used goods recognized as the most effective way to guide. Recognition of teachers role in unbalanced diet, parents recognized the role of grow interesting for food, and the role of used a variety of nutrition-related activities were most important, but the teachers recognized the role of improve interesting for food were most important. Both the parents and teachers recognized hard to guide eating habit lack of professional guide program. Fourth, the time of guide in the way and improvement of guide with the early childhood eating habit both parents and teachers awareness guide time of the diet in the 2-3 years old were reported the most suitability, 4-5 years, 6-7 years old recognized as the next order. Methods of parent how to education both parents and teachers recognized separate lectures was the most appropriate way and letter, regular meetings, talk, phone were recognized as next order. For the region should be emphasized both parents and teachers recognized nutrients were the most important. Manners and health recognized as next order. Improvements in guide of eating habit parents recognized that established a systematic program of eating habit, application of the nutrition program for long-term development in the kindergarten, nutrition knowledge, food safety, unbalanced diet guidance, improvement of cooking methods, lack of food distribution person, individual person menu, unsuitable of diet menu, guide of diet menu, use of common fork at snack time, use of common toothpaste, a separate space in the feed, food-related tours with eating habit. Teacher recognized that lack of eating habit program, lack of teacher-related programs, lack of systemicity, diet menu, lack of nutrition knowledge, lack of expertise person on the guide of unbalanced diet, unsuitable facilities of meal service, piecemeal activity areas. Necessity of program development parents recognized to be operating in the integrated education system, need systemicity, lack of safety food, lack of nutrition knowledge, precaution of infants eating habit with diseases, lack of connection with kindergarten and family. Teachers recognized that need a guide of the correct diet from infancy, lack of cooking activity programs, none of the consistency education of nutrition, teachers need to improve the professionalism, food for recognize the correct dimensions, provided unbalanced diet menu for the early childhood, the shortages connection with kindergarten and family.
more목차
I. 서론 = 1
1. 연구의 필요성 및 목적 = 1
2. 연구문제 = 4
II. 이론적 배경 = 5
1. 유아기 식생활의 발달적 특징 = 5
2. 유아 식생활 지도 = 8
1) 식생활 지도의 기본 원칙 = 8
2) 식생활 지도의 목적 = 8
3) 식생활 지도의 내용 = 9
4) 식생활 지도의 방법 = 12
3. 유아 식생활 습관 형성 = 13
1) 유아 식생활 습관 형성과 부모 = 13
2) 유아 식생활 습관 형성과 교사 = 16
III. 연구 방법 = 19
1. 연구대상 = 19
2. 연구도구 = 20
3. 자료분석 = 22
IV. 결과 및 해석 = 23
1. 유아 식생활 지도 = 23
1) 목적에 대한 인식 = 23
2) 내용에 대한 인식 = 24
3) 방법에 대한 인식 = 28
2. 유아 식생활 지도의 방향과 개선점에 대한 인식 = 33
1) 지도시기에 대한 인식 = 33
2) 부모교육 방법에 대한 인식 = 34
3) 가장 강조되어야 할 영역에 대한 인식 = 35
V. 결론 및 제언 = 42
참고문헌 = 48
부록 = 53
