Joo Hee Lee; Eun Jung Kang; Changim Kim

doi:10.5720/kjcn.2011.16.6.636

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The Difference of Perception about Nutritional Problems and Food intakes, Nutrition Knowledge Score and Realities of Nutrition Education between Parents and Preschool Teachers: Joo Hee Lee, Eun Jung Kang, Changim Kim; Korean Journal of Community Nutrition 2011;16(6):636-646.
DOI: https://doi.org/10.5720/kjcn.2011.16.6.636
Published online: December 31, 2011

Department of Food & Nutrition, Gyeongsang National University, Jinju, Korea.

¹Nutrition Education Major, Graduate School of Education, Gyeongsang National Unversity, Jinju, Korea.

²Department of Food & Nutrition, Hyechun College, Seo-Gu, Daejon, Korea.

Corresponding author: Joo Hee Lee, Department of food and nutrition, Gyeongsang National University, 501 Jinju-Daero, Jinju-city, GyeongNam 660-701, Korea. Tel: (055) 772-1433, Fax: (055) 772-1439, joohlee@gnu.ac.kr

• Received: October 18, 2011 • Revised: November 10, 2011 • Accepted: December 15, 2011

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Abstract
REFERENCES

Abstract

This study was conducted to investigate the difference of perception about nutritional problems and food intakes and nutrition knowledge score and realities of nutrition education between parents and preschool teachers. This research can be summarized as follows: there was the statistical difference of perception (χ² = 52.451, p = 0.000) about nutritional problem of preschoolers between parents and preschool teachers. Parents (56.4%) and teachers (58.5%) identified eating only what they want as the most common nutritional problem of children, but they had different perception about the other problems. To parents, "No nutritional problem" (16.3%) is the second and "Overindulgence of processed food" (11.1%) is the third problem of preschoolers. To teachers, "Overindulgence of processed food" (23.8%) is the second and "Obesity" (14.3%) is the third problem. The perception on food intakes of preschoolers was statistically different in meats (χ² = 8.892, p = 0.030), fish (χ² = 32.241, p = 0.000), beans (χ² = 14.770, p = 0.005), vegetables (χ² = 12.706, p = 0.013), fruits (χ² = 14.438, p = 0.006) and milk & dairy products (χ² = 28.591, p = 0.000) between parents and preschool teachers. However, nutritional knowledge was not different between parents and preschool teachers. While 96.6% of preschool teachers felt that it was necessary to educate preschoolers, only 41.5% of them said that they fulfilled nutrition education, showing that nutrition education was not adequately carried out on the spot. Therefore providing basic materials through which nutritional management guidance and proper nutrition education for preschoolers can be carried out by investigating and analyzing knowledge on their nutrition and meal guidance activities for preschooler teachers and parents.
Keywords: preshoolers; perception difference between parents and teachers; nutrition problems; food intakes

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Table 1

General characteristics of parents and preschool teachers

1) N (%)

Table 2

Work characteristics of preschool teachers

1) N (%)

Table 3

Food habits of children by parents

1) N (%)

Table 4

The difference of perception about nutrition problem of children between parents and preschool teachers

Table 5

The difference of perception about food intakes of children between parents and preschool teachers

1) N (%)

Table 6

Percentage of correct answers in nutrition knowledge test

1) Mean ± SD, 2) percent

Table 7

Nutrition knowledge score by general characteristics of parents

1) a, b, c are significantly different by turkey's multiple range test

2) Mean ± SD

Table 8

Nutrition knowledge score by general characteristics of preschool teachers

1) a, b, c are significantly different by Turkey's multiple range test

2) Mean ± SD

Table 9

Realities of nutrition education by parents

1) N (%)

Table 10

Realities of nutrition education by preschool teachers

1) N (%)

Figure & Data

REFERENCES

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The Difference of Perception about Nutritional Problems and Food intakes, Nutrition Knowledge Score and Realities of Nutrition Education between Parents and Preschool Teachers

Korean J Community Nutr. 2011;16(6):636-646. Published online December 31, 2011

DOI: https://doi.org/10.5720/kjcn.2011.16.6.636

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The Difference of Perception about Nutritional Problems and Food intakes, Nutrition Knowledge Score and Realities of Nutrition Education between Parents and Preschool Teachers

Table 1

General characteristics of parents and preschool teachers

1) N (%)

Table 2

Work characteristics of preschool teachers

1) N (%)

Table 3

Food habits of children by parents

1) N (%)

Table 4

The difference of perception about nutrition problem of children between parents and preschool teachers

Table 5

The difference of perception about food intakes of children between parents and preschool teachers

1) N (%)

Table 6

Percentage of correct answers in nutrition knowledge test

1) Mean ± SD, 2) percent

Table 7

Nutrition knowledge score by general characteristics of parents

1) a, b, c are significantly different by turkey's multiple range test

2) Mean ± SD

Table 8

Nutrition knowledge score by general characteristics of preschool teachers

1) a, b, c are significantly different by Turkey's multiple range test

2) Mean ± SD

Table 9

Realities of nutrition education by parents

1) N (%)

Table 10

Realities of nutrition education by preschool teachers

1) N (%)

Table 1 General characteristics of parents and preschool teachers

1) N (%)

Table 2 Work characteristics of preschool teachers

1) N (%)

Table 3 Food habits of children by parents

1) N (%)

Table 4 The difference of perception about nutrition problem of children between parents and preschool teachers

Table 5 The difference of perception about food intakes of children between parents and preschool teachers

1) N (%)

Table 6 Percentage of correct answers in nutrition knowledge test

1) Mean ± SD, 2) percent

Table 7 Nutrition knowledge score by general characteristics of parents

1) a, b, c are significantly different by turkey's multiple range test

2) Mean ± SD

Table 8 Nutrition knowledge score by general characteristics of preschool teachers