Study On The Implementation And Countermeasures Of Food Education Curriculum In Kindergartens

In the context of the new era,the quality of people’s lives is gradually improving,and issues such as food safety,food waste,and youth health have become social hotspots in an era of material abundance.Chinese President Xi Jinping has always been highly concerned about the health of young people and has expressed his care for young children on multiple occasions.Since 2014,China has incorporated medical care into its national policies,fully reflecting the core values of the country and the people.In 2017,food education courses were introduced from Japan to China,and after a series of theoretical research and practical exploration,it gradually evolved into an education suitable for young children in China.Implementing food education not only helps cultivate good eating habits,traditional festival awareness,and enhances children’s food education capabilities,but also promotes their motor development and aesthetic abilities.This study is based on practice and uses methods such as literature analysis,surveys,and interviews.It focuses on 254 kindergarten teachers and 183 parents as research subjects,analyzing the current status and problems of kindergarten food education courses from the perspectives of understanding of food education,level of importance,food education goals,content,curriculum organization,evaluation methods,environmental design,and home-school cooperation.Corresponding optimization strategies are proposed.The research found the following problems with the current food education courses:teachers recognize the importance of food education but with a low level of understanding and partial perspectives;the goals of food education courses are set,but the developmental needs of young children are not fully considered;the content of food education courses is rich,but with an excessive focus on Western and foreign cultures;environmental design focuses on forms rather than the developmental needs of young children;evaluation of food education courses is overly utilitarian;the implementation of food education courses is limited to specific areas with a single approach;home-school cooperation has consistent goals,but inconsistent educational philosophies.Based on the above results,this paper further analyzes the reasons for the implementation problems of kindergarten food education courses from four levels: the national level,kindergarten level,teacher level,and parent level.Specifically,the reasons include: lack of targeted documents and policies from the national level;food education content in kindergartens not suitable for children’s development;incomplete training system for professional teachers;influence of traditional views on early childhood education;parents’ lack of correct understanding of food education,excessive indulgence of children,and lack of correct parenting methods,etc.Finally,corresponding strategies are proposed from four perspectives: the national level,kindergarten level,teacher level,and parent level.The national level should focus on top-level design of kindergarten food education courses,vigorously support the legislation of kindergarten food education,clarify government responsibilities,and draw on excellent foreign experiences in early childhood food education.Kindergartens should create a real environment for conducting practical activities of food education,adjust the goals of food education activities,enrich the approaches to conducting activities,improve the evaluation system for teachers,and emphasize teacher training.Teachers should establish correct views on food education,enrich and improve their knowledge and abilities in food education curriculum.Parents should impart nutrition knowledge and healthy eating habits,learn scientific feeding knowledge based on reflections from food activities,and reflect on their own feeding methods in light of their children’s needs,in order to better participate in and support kindergarten food education.