Jung-Hyun Kim; Min Sook Kyung; In-Young Park; Young Sim Park

doi:10.5720/kjcn.2019.24.6.497

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Research Article
Development and Application of an Education Program for Healthy Dietary Life for Elementary School Aftercare Class Children: Jung-Hyun Kim, Min Sook Kyung, In-Young Park, Young Sim Park; Korean Journal of Community Nutrition 2019;24(6):497-511.
DOI: https://doi.org/10.5720/kjcn.2019.24.6.497
Published online: December 31, 2019

¹Department of Home Economics Education (Major of Food and Nutrition), PaiChai University, Daejeon, Korea, Professor.

²Graduate School of Yonsei University, Major of Food and Nutrition, Seoul, Korea, Graduate Student.

³Center for Children's Foodservice Management of Namdonggu, Incheon, Korea, Team Leader.

⁴Division of Food Science & Culinary Arts, Department of Food and Nutrition, Shinhan University, Uijeongbu, Korea, Professor.

Corresponding author: Young Sim Park. Division of Food Science and Culinary Arts, Shinhan University, 95, Hoam-ro, Uijeongbu-si, Gyeonggi-do 11644, Korea. Tel: (031) 870-3504, Fax: (031) 870-3509, yspark529@naver.com

• Received: November 24, 2019 • Revised: December 11, 2019 • Accepted: December 12, 2019

This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Abstract
REFERENCES

Abstract

Objectives
This study aimed to develop a school-centered healthy eating environment for children in elementary care classrooms and prevent incorrect eating habits and obesity through the development and application of standardized healthy eating habit-forming educational materials.
Methods
Ten schools in eight districts of Gyeonggi-do and 400 students from 19 care classes were selected. Based on the developed educational materials, the program was applied to students once in two weeks. ‘Notices for Parents’ forms were also sent to the students' home to educate their parents. Pre and post-surveys were conducted to evaluate the effectiveness of the education. The pre-education, education, and aftercare were conducted from September 28 to September 31, 2016, from October 3 to November 30, 2016, and from December 5 to December 9, 2016, respectively.
Results
The healthy eating program for elementary care classes was designed to develop a school-centered healthy eating environment and provide standardized educational material for healthy eating habits. Twelve educational topics were developed: 〈Eat Evenly〉, 〈Eat Breakfast〉, 〈Eat vegetables and Fruits〉, 〈Clean Body, Strong Body〉, 〈Healthy and Tasty Snacks〉, 〈Keep Healthy Weight〉, 〈Food that enters our body〉, 〈What is safe food?〉, 〈Food selection and Storage〉, 〈Our land, Our grain〉, 〈Enjoy Traditional Food〉, and 〈Food manners〉. Moreover, the materials were produced in four forms: for students, for after school caring teachers, for external specialists, and for parents. The effectiveness evaluation was conducted to confirm the application of the program. The average eating habits score was 3.3 ± 0.6, with no significant difference between before and after application. The score of overall satisfaction of the education was 3.9 ± 0.9. The most satisfying content was ‘Did you get to know how to eat evenly?’. Significant increases were observed in two contents for parents regarding their children's knowledge changes after the education: ‘Five nutrients needed for growing children’ and ‘Knowing sugar foods and sugar-containing foods’. On the other hand, their educational satisfaction was 3.6 ± 0.6, which was lower than the children's satisfaction. This might be because their education was conducted only through the ‘Notices for Parents’ form.
Conclusions
In the long term, the healthy eating habit-formation education for lower elementary school children is expected to be beneficial. To prevent obesity and establish healthy eating habits of children, it is important to develop healthy eating education programs centered on elementary school aftercare classes, including the development of educational materials and an application system through connection with the home and community.
Keywords: healthy dietary education program; after-school care; lower grade in elementary school

REFERENCES

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6. Kim HR, Lee SH, Choi JM, Oh YI. Children's obesity and underweight among low income families in Korea: Status, implications and policy options. Korea Institute for Health and Social Affairs; 2011 12. Report No. 2011-07.
7. Ministry of Education. 2014 School health examination sample survey. Sejong: Ministry of Education; 2015.
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Fig. 1

Procedure of education program

Table 1

Final training topics and overview

Table 2

Student general

1) N (%), 2) Mean ± S.D.

Table 3

Students' dietary habits

1) Reverse coding

*: p<0.05, ^**: p<0.001

2) Mean ± S.D.

Table 4

Nutritional knowledge of students

^**: p<.01, ^***: p<0.001

1) Mean ± S.D.

Table 5

Education satisfaction

1) Mean ± S.D.

Table 6

Parent general

1) N (%)

Table 7

Need for healthy dietary education

^*: p<0.05, ^**: p<0.01

1) Mean ± S.D.

Table 8

Students' healthy eating knowledge

^*: p<0.05

1) Mean ± S.D.

Table 9

Education satisfaction

1) Mean ± S.D.

Figure & Data

REFERENCES

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An Interactive Live and Online Cooking Program for Children in Vulnerable Families—An Exploratory Study
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Healthcare.2022; 10(12): 2389. CrossRef

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Development and Application of an Education Program for Healthy Dietary Life for Elementary School Aftercare Class Children

Korean J Community Nutr. 2019;24(6):497-511. Published online December 31, 2019

DOI: https://doi.org/10.5720/kjcn.2019.24.6.497

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Development and Application of an Education Program for Healthy Dietary Life for Elementary School Aftercare Class Children

Fig. 1 Procedure of education program

Fig. 1

Development and Application of an Education Program for Healthy Dietary Life for Elementary School Aftercare Class Children

Table 1

Final training topics and overview

Table 2

Student general

1) N (%), 2) Mean ± S.D.

Table 3

Students' dietary habits

1) Reverse coding

^{*: p<0.05, ^**: p<0.001}

2) Mean ± S.D.

Table 4

Nutritional knowledge of students

^**: p<.01, ^***: p<0.001

1) Mean ± S.D.

Table 5

Education satisfaction

1) Mean ± S.D.

Table 6

Parent general

1) N (%)

Table 7

Need for healthy dietary education

^*: p<0.05, ^**: p<0.01

1) Mean ± S.D.

Table 8

Students' healthy eating knowledge

^*: p<0.05

1) Mean ± S.D.

Table 9

Education satisfaction

1) Mean ± S.D.

Table 1 Final training topics and overview

Table 2 Student general

1) N (%), 2) Mean ± S.D.

Table 3 Students' dietary habits

1) Reverse coding

*: p<0.05, ^**: p<0.001

2) Mean ± S.D.

Table 4 Nutritional knowledge of students

^**: p<.01, ^***: p<0.001

1) Mean ± S.D.

Table 5 Education satisfaction

1) Mean ± S.D.

Table 6 Parent general

1) N (%)

Table 7 Need for healthy dietary education

^*: p<0.05, ^**: p<0.01

1) Mean ± S.D.

Table 8 Students' healthy eating knowledge

^*: p<0.05

1) Mean ± S.D.

Table 9 Education satisfaction

1) Mean ± S.D.