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

어린이집 급식시간 중 영유아의 식사행동 실태 및 보육교사의 식사지도 방법

  • Yeoh, Yoonjae (Geumcheon Center for Children's Foodservice Management) ;
  • Kwon, Sooyoun (Department of Food and Nutrition, Honam University)
  • 여윤재 (금천구어린이급식관리지원센터) ;
  • 권수연 (호남대학교 식품영양학과)
  • Received : 2014.07.29
  • Accepted : 2014.11.18
  • Published : 2015.02.28

Abstract

Purpose: The aim of this study was to investigate children's eating behaviors and teachers' feeding practices during mealtime at child-care centers. In addition, it focused on the difference of teachers' feeding practices on children age under 2 years ( ${\leq}2$ 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 ' ${\leq}2$ 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 ' ${\leq}2$ 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 child-care centers may be needed.

본 연구에서는 어린이집 급식시간에 관찰되는 영유아의 바람직하지 않은 식사행동과 이에 대한 보육교사의 식사지도 방법을 조사하기 위하여 서울시 금천구의 보육교사 169명을 대상으로 2013년 12월에 설문조사를 실시하였으며, 조사결과를 담당 영유아연령으로 구분하여 분석하였다. 본 연구결과, 조사대상 보육교사 중 59.2%는 승급교육 및 직무연수 등의 의무교육을 통해 식생활 교육을 수강한 것 이외에 별도의 교육을 수강한 경험이 없다고 하였다. 영양 및 위생 관련 지식점수는 30점 만점에 평균 14.6점이었다. 보육교사는 급식시간에 관찰되는 여러 식행동 중 '영유아가 돌아다니면서 음식을 먹는 행동'이 가장 바람직하지 않다고 응답하였으며 '영유아가 음식 또는 수저 등을 가지고 장난치는 행동'이 가장 빈번하게 나타난다고 하였다. '영유아가 돌아다니면서 음식을 먹는 행동 (p < 0.05)'은 담당 영유아연령에 따라 통계적으로 유의한 차이가 있었다. 급식시간에 관찰되는 영유아의 바람직하지 않은 식사행동에 대해 보육교사의 식사지도 방법을 조사한 결과, '영유아의 음식을 남기는 행동 (p < 0.05)' 및 '영유아가 식사 후 식사도구 등을 정리하지 않는 행동 (p < 0.05)'에 대해 수행하는 식사지도 방법이 담당 영유아연령에 따라 통계적 차이를 보였다. '영유아가 음식을 남기는 행동'에 대해서 영아반 담당교사는 '칭찬 (34.6%)' 및 '영유아의 의사에 맡김(24.6%)'으로, 유아반 담당교사는 '설명 (38.5%)' 및 '칭찬(35.9%)'으로 식사지도 하는 경우가 많았으며, 식사 후 식사도구 등을 정리하지 않는 행동을 할 때, 유아반 담당교사의 61.5%가 '설명'의 방법으로 식사지도를 수행하였으며, 영아반 담당교사는 '설명 (33.1%)'이외에 '칭찬 (33.8%)', '모델링 (23.1%)'으로 식사지도를 수행하였다. 응답자가 근무하는 87.6%의 어린이집은 가정통신문 (45.0%)을 발송하거나 간담회 (21.9%)를 실시하여 영유아의 식사지도에 대해 가정과 상호작용하고 있는 것으로 조사되었다. 본 연구는 어린이집의 보육교사에게 직접 관찰이 아닌 설문조사를 통하여 영유아의 바람직하지 않은 식사행동 및 이에 대한 식사지도 방법을 파악하여 실제 보육교사가 수행하고 있는 식사지도 방법과 차이가 있을 수 있다. 그러나 본 연구는 어린이집 급식시간에 관찰되는 영유아의 바람직하지 않은 식사행동과 이에 대한 보육교사의 식사지도 방법에 대한 실태를 파악하였다는 점에서 의의가 있으며, 본 연구결과는 어린이집에서 실시하는 식사지도에 대한 지침 및 프로그램 개발 시 기초자료로 활용 될 수 있다.

Keywords

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