著者

小野 くに子 安藤 弘行 村井 陽子

出版者

一般社団法人 日本食育学会

雑誌

日本食育学会誌 (ISSN:18824773)

巻号頁・発行日

vol.11, no.2, pp.181-188, 2017

---

<p>A questionnaire survey on dietary habits related to mastication was conducted, and masticatory strength was measured by chewing-gum method in 336 students (180 boys and 156 girls) of an elementary school in Osaka City in July 2016. Physical strength was measured in 148 students of the 4th to 6th grade. The relevance of masticatory strength to dietary habits and measurements of physical strength was examined based on the results.</p><p>The highest value for masticatory strength was obtained in the 6th grade students and the values were similar in boys and girls. Regarding dietary habits, awareness of mastication was high in the lower grades of elementary school, and intake of hard foods was high in the upper grades of elementary school. In the lower grades, there were significant correlations of masticatory strength with grade, speed of eating, and likes and dislikes. On the other hand, there were significant correlations of masticatory strength with grade, grip strength, anteflexion in a long sitting position, and 50m running time in the upper grades, but no correlation with dietary habits was observed. These results suggest the need for instructional direction emphasizing the development of good masticatory habits in daily meals in the lower grades and reconsideration of masticatory habits in the upper grades. The relevance between the measurements of physical strength and masticatory strength is expected to enhance the awareness of mastication in the upper grades.</p>

著者

安藤 弘行 小野 くに子 村井 陽子 山川 正信

出版者

一般社団法人 日本食育学会

雑誌

日本食育学会誌 (ISSN:18824773)

巻号頁・発行日

vol.11, no.3, pp.249-259, 2017

---

<p>Dietary education about staple foods, main dishes and side dishes through the practice of making lunch boxes was provided to 154 sixth graders (76 boys and 78 girls) of four elementary schools in Osaka City. The education covered the following three things : 1) planning a favorite lunch box ; 2) learning about staple foods, main dishes and side dishes ; and 3) planning a nutritionally balanced lunch box. We examined the actual situation regarding children making lunch boxes from their plans for their lunch boxes and descriptions provided in worksheets.</p><p>In the favorite lunch boxes, boys and girls included insufficient amounts of staple foods and too much of main dishes. Particularly, the favorite lunch boxes of boys tended to include too much of main dishes and insufficient amounts of side dishes. Comparing the nutritionally balanced lunch boxes with their usual lunch boxes, the children's worksheets most frequently included descriptions about the difference in the quantities of staple foods, main dishes and side dishes. Analysis of their worksheets showed that most of the children made a positive comment about the nutritionally balanced lunch box and that more than 80% wanted to eat it. These results suggested that making lunch boxes was an effective means of guiding the children to an understanding of the appropriate combination of staple foods, main dishes and side dishes.</p>