Nutrition Education for Hard of Hearing Preschool Children to Improve Chewing Behavior and Oral Function

DOI Web Site 1 Citations
  • Ozaki Hasumi
    Hyogo Prefectural Kobato School for Students with Special Hearing Needs
  • Ozaki Risa
    Former, School of Human Science and Environment, University of Hyogo
  • Koike Mina
    Former, School of Human Science and Environment, University of Hyogo Graduate School of Human Science and Environment, University of Hyogo
  • Komai Naho
    Former, School of Human Science and Environment, University of Hyogo Graduate School of Human Science and Environment, University of Hyogo
  • Yamaguchi Mitsue
    Yamagata Prefectural Yonezawa University of Nutrition Sciences, Faculty of Health and Nutrition
  • Sumita Minoru
    Faculty of Education, Welfare and Science, Oita University
  • Nagai Narumi
    Graduate School of Human Science and Environment, University of Hyogo

Bibliographic Information

Other Title
  • 聴覚障がい幼児の咀嚼習慣と口腔機能発達を支援する食教育の実践
  • チョウカクショウ ガ イ ヨウジ ノ ソシャク シュウカン ト コウコウ キノウ ハッタツ オ シエン スル ショク キョウイク ノ ジッセン

Search this article

Abstract

Objective: The acquisition of the ability for pronunciation is important for hard of hearing preschool children. Nutrition teachers are expected to support children through school-lunch and nutrition education (NE). We therefore conducted a NE program at a school for students with special hearing needs and assessed the program at each stage of the plan-do-check cycle.<br>Methods: Seventeen pairs of children and parents participated in the study. We taught children how to chew using puppets and continued encouraging them to chew well during school-lunchtime. We also educated parents on the benefits of mastication. In the planning assessment, the NE program was checked by teachers, according to the “kindergarten education guidelines.” In the process assessment, we obtained feedback from parents and teachers, and conducted a mid-term evaluation after the summer vacation. In the effect assessment, we obtained information of NE through homeroom teachers regarding children's chewing behavior during school-lunchtime, and administered questionnaires to parents both before and after NE.<br>Results: The results of the planning assessment were satisfactory. However, in the process assessment, parents' and teachers' feedback indicated difficulties in maintaining proper chewing behavior. In the effect assessment, six of the nine children with chewing problems showed improvement. Moreover, children's eating habits at home improved, including a reduction in television viewing during meals and an increase in parents' awareness about leaving food crunchy while cooking.<br>Conclusion: Children's chewing behavior at both school and home improved following NE. However, the results also indicated a regression to original chewing behavior after the summer vacation. Therefore, the contents of NE need to be improved to ensure maintenance of proper chewing behavior.

Journal

Citations (1)*help

See more

Related Projects

See more

Keywords

Details 詳細情報について

Report a problem

Back to top