Children's eating behaviors and teachers'feeding practices during mealtime at child-care centers

Abstract

서 론 여성의 사회참여가 증가함에 따라 영유아가 어린이집, 유치원 등과 같은 기관을 이용하는 경우가 증가하게 되었 다. 어린이집을 이용하는 영유아의 경우, 급식을 통해 식사 와 간식을 섭취하고 보육교사의 식사지도를 통해 식습관 을 형성하는 기회가 증가하였다. 우리나라는 2013년 12월 을 기준으로, 43,770 개소의 어린이집이 운영되고 있으며, 만 0세부터 5세까지의 취학 전 영유아 약 370만 명 중 약 149만 명이 어린이집을 이용하고 있다. 1,2 영유아기에는 신체적, 인지 및 정서적 발달이 이루어짐 에 따라 숟가락, 젓가락 등의 식기를 사용하여 스스로 음식 을 섭취할 수 있게 된다. 3 특히, 유아로 성장하면서 자기주 장이 강해지기 시작하고 행동 및 사물 등에 대해서 고집, 기 호 등이 생기고 음식 섭취에 있어서 기호가 뚜렷해진다. 4,5 이런 이유로 인하여 유아기에 편식, 소식 등의 식습관 문제 가 나타나는 것으로 생각된다. 영유아기에 형성된 식습관 은 평생 유지되는 경향을 보이며 성인기의 건강과도 밀접 ABSTRACT Purpose: The aim of this study was to investigate children's eating behaviors and teachers' feeding practices during mealtime at childcare centers. In addition, it focused on the difference of teachers' feeding practices on children age under 2 years (≤ 2 years old) and 3 years and older (3~5 years old). Methods: A total of 169 teachers working at childcare centers in Geumcheon-gu, Seoul, Korea, completed self-report questionnaires in December 2013. The questionnaires were composed of questions on children's eating behaviors, feeding practices; 'Explain', 'Praise', 'Modeling', 'Indulgent', 'Insist' and 'Reward', interaction with home, and a range of demographic information (analysis rate: 51.2%). Results: Approximately 59.2% of teachers had not taken a class on feeding practice and the average score for nutrition knowledge was 14.6 out of 30 points. The most undesirable eating behavior of children during mealtime was 'eating while walking around (36.7%)' both ' ≤ 2 years old' and '3~5 years old'. Regarding feeding practices according to children's undesirable eating behaviors during mealtime, there were differences between age groups. When children did not eat all of the foods that were served and did not clean up silverware or seats after having food, teachers caring for '3~5 years old' practiced 'Explain'. However, percentages of those who practiced 'Indulgent' and 'Modeling' were significantly higher in teachers caring for ' ≤ 2 years old' than '3~5 years old'. Conclusion: These findings indicated that teachers caring for children lack education and knowledge about nutrition and feeding practice. In addition, verbal feeding practices, like explain, were mainly used by teachers. As a result, for teachers, guidelines and programs for learning about age appropriate feeding practice during mealtime at childcare centers may be needed.