Exploring the experiences and educational significance of sodium reduction education among children and teacher

This study is a qualitative study that explores children’s and teachers’ experiences and educational implications of a sodium reduction education program implemented in a daycare center. The subjects of the study were a teacher and twenty 4-year-old children at a public daycare center located in Gyeonggi Province. The study was analyzed by categorizing program plans activity data, children’s and teachers’ experiences, photographs, and interviews data. As a results, the sodium reduction education program using the play-based approach with the ‘Mainashu’ character to help children understand the importance of sodium intake and acquire healthy eating habits. Children gained knowledge about sodium through play and daily routines and became interested in healthy eating habits. Through the play and daily activities related to home (or home-based activities), children were able to accept sodium reduction as an enjoyable experience and apply it to their real life. Meanwhile, although the teacher used various educational materials and methods to effectively convey the concept of sodium and its eating habits to the children, they still experienced difficulties due to the lack of appropriate models or visual materials. In addition, the lack of cooperation from families and the community led to the limitations of sodium reduction education and its effectiveness. Since the eating habits of young children are shaped by their parents and families, it is essential to engage with families in eating-related activities, and it is necessary to increase the educational effectiveness through continuous interaction.