Shikoku University Academic Repository / 四国大学機関リポジトリ

森本, 和子

Ⅰ．はじめに
食育はあらゆる世代の国民に必要なものである
が，子どもたちに対する食育は心身の成長と人格の
形成に大きな影響を及ぼし，生涯にわたって健全な
心と身体を培い豊かな人間性をはぐくんでいく基礎
となるものである。1） 第2次食育推進基本計画の重
点課題は①生涯にわたるライフステージに応じた間
断ない食育の推進 ②生活習慣病の予防及び改善に
つながる食育の推進 ③家庭における供食を通じた
子どもへの食育の推進である。2）
食を通じた子どもの健全育成の目標は●食事のリ
ズムがもてる子ども●食事を味わって食べる子ども
●一緒に食べたい人がいる子ども●食事作りや準備
に関わる子ども●食生活や健康に主体的に関わる子
ども，これらが統合されて1人の子どもとして成長
していくことである。3）
このようなことから子どもの頃から正しい食習慣
を身につけさせることは重要なことと考える。
また，栄養士法に栄養士とは，都道府県知事の免
許を受けて，栄養士の名称を用いて栄養の指導に従
事するものとあるように，4）栄養士の職務に栄養の指
導は欠かせない。
栄養士を目指す学生に栄養士ならではの方向から
子どもにアプローチできないかと思い，卒業実験の
テーマとして，幼稚園での食育を提案し実施するこ
ととした。今年で3年目となり，これまでの実践に
ついてまとめた。
Ⅱ．指導対象 幼稚園4歳児
Ⅲ．方 法
1 実施計画書の作成
指導にあたって幼稚園における食育の実施計画を
作成した。学生の卒業実験は午後，園児は給食後帰
幼稚園児への食育の取り組み
――卒業実験のなかで――
森 本 和 子
Implemention of Food Education for Children in Kindergarden
Kazuko MORIMOTO
月 おたより・掲示資料等 指導月日 幼稚園での指導
4・5月 第1回アンケートそらまめくんのベッド6）から
5月19日
5月26日
自己紹介・そらまめくんのベッド
6・7月
三色食品群
はてなボックスから
※おたより（保護者の質問等から）
6月2日
6月9日



三色食品群
6月23日
6月30日



はてなボックス
9・10月 調理実習から 9月2日（水）9月7日（月）



調理実習
11・12月
食事マナーについて
朝ごはんについて
第2回アンケート
11月10日
11月17日
11月24日
12月1日



食事マナー



朝ごはんの大切さ
四国大学紀要，B42：9－12，2015
Bull. Shikoku Univ. B42：9－12，2015
研究ノート
表1 H27年度 食育実施計画
― ９ ―
宅するので，実施時間は園児の給食終了後30分程度
とした。調理実習には調理のための時間が必要なの
で幼稚園の2学期，学生が夏休みの9月に実施する
こととした。実施日は幼稚園と大学の行事等を考慮
して決めた。
指導内容は食品のグループ分けの一つである三色
食品群と包丁を使った調理をとり入れるようにし
た。三色食品群は食事の大切さや偏食が何故いけな
いのか等の食について理解する基礎として，また，
包丁を使った指導は包丁を一人で使えたという達成
感を味わい，調理への興味がもてるようにと考え
た。また，アンケートを実施し，子どもの実態把握
と効果の検証をすることとした。項目に朝食の欠食
状況や家族との供食など保護者に関心をもって欲し
いものもとり入れた。表1は今年度の食育実施計画
である。
2 アンケートについて
1）調査対象者
指導対象者（幼稚園4歳児）
2）調査期間
指導実施年度（2013～2015）の4月と12月
3）調査方法
無記名，対象園児について保護者が記入（回答
については自由）
4）調査項目
1回目：（1）性別（2）食事の供食（3）食事を
とる時刻（4）朝食の欠食状況（5）朝食欠食の理
由（6）好きな食べ物・料理（7）苦手な食べ物・
料理（8）苦手な食べ物への対処方法（9）食物摂
取頻度（10）食事中のテレビの視聴（11）食事につ
いて気になるところ（12）その他
2回目：（1）子どもと話題になった指導内容（2）
おたよりの感想（3）食育の効果（4）その他
3 おたより（そらまめくんつうしん）の配布
保護者への食育としておたより（そらまめくんつ
うしん）を作成し配布した。当初，保護者対象と考
えていたが，幼稚園担任より子どもと一緒に読める
ものが良いとアドバイスをもらい，子どもと考えら
れるようにクイズなどを取り入れた。
内容は幼稚園での指導に関連したものやアンケー
トの質問に答えるものを指導実施後作成し配布し
た。
4 掲示資料の作成
幼稚園での指導内容に合わせ掲示資料を作成し
た。例えば三色食品群の資料は指導に使った後教室
に掲示し，遊びの中で食品を分類できるようにした。
Ⅳ．指導の実践
学生が指導計画に基づき，指導案，資料を作成し
実践した。
栄養の指導は対象者の実態把握が不可欠である。
学生は子どもに理解できる言葉，興味をもって参加
させられるようにするため指導内容や資料作りに苦
心していた。
1 園児への指導
1）幼稚園での指導
朝食 夕食
年 度 2013 2014 2015 2013 2014 2015
家族そろって 29．9 33．3 35．6 40．3 39．7 47．5
大人と 53．7 52．6 52．5 58．2 59．0 49．1
こどもだけ 14．9 12．8 8．5 1．5 1．3 1．7
ひとり 1．5 1．3 3．4 0 0 1．7
表2 家族との供食（％）
写真1 幼稚園での指導
森本和子
― １０ ―
写真2 調理実習室での指導
写真3 調理実習室での指導
学生が幼稚園を訪問し同じテーマを内容によって
1～3回に分けて実施した。
2）調理実習室での指導
本校調理実習室で実施。子どもの身長に合った
テーブルを用意し調理台とした。
調理は一食分の献立ではなく一品とし，子どもた
ちが自分の力で材料の皮をむいたり，切ったりでき
たという達成感を味わい，料理への興味と自信をも
つこと，地元の食材を使い郷土を知ることを目標と
した。実習では今日使用する郷土の食材について説
明した後調理をした。
Ⅴ．結果及び考察
1 食育の実践
学生にとって食育の実践は常に新たなことであ
り，指導内容や方法を考え次の指導までに間に合わ
せられるようにがんばっていた。
2 アンケート結果
1）対象者の内訳
2013年 第1回67名 第2回67名
2014年 第1回78名 第2回62名
2015年 第1回59名
2）第1回アンケート
⑴ 家族との供食
朝食，夕食とも「大人の誰かと」の回答が多い。
人数は少ないが，「子どもだけ」や「ひとりだけ」
の回答がある。記述で「父親以外」の回答が目立っ
た。「大人の誰かと」とも重なる。
平成22年度児童生徒の食事状況調査報告書では食
事を家族そろって食べる子どもは，望ましい食習慣
が身についている傾向がある。しかし，家族そろっ
て食べる子どもの割合は平成17年より減ってい
る。5） の調査もある。
家族との供食が子どもの成長に良い影響を与えて
いる。保護者の働き方や子どもの塾通い，クラブ活
動など家庭だけで解決できないこともあるが供食の
大切さについて保護者等に働きかける必要がある。
これは二次食育推進基本計画2）にも掲げられている
目標でもあるので様々な角度からの働きかけも期待
したい。
⑵ 苦手な食べ物
苦手な食べ物として野菜や野菜を使った料理が多
かった。野菜や野菜を使った料理を記入したもの
（2013年67％ 2014年80％ 2015年87％）国民健
康・栄養調査でも野菜不足がみられる。野菜につい
ての指導が必要と考える。
学生による食育では三色食品群などで野菜の働き
や大切さを扱ってきた。幼稚園では担任より給食の
時間での指導や野菜栽培など，家庭では食べさせる
工夫がなされるなど野菜の大切さは認識されてきて
幼稚園児への食育の取り組み ――卒業実験のなかで――
― １１ ―
いると考えられる。様々な方向からの働きかけが指
導の効果をあげる。このように他からの協力を得ら
れるよう，学生には栄養士として正しい食の情報を
知ると同時に教員や保護者等他に向けて発信する力
をつけていくよう指導した。
3）第2回アンケート
⑴ 子どもの話題になったもの
年度によって指導内容が違うが共通したもので見
るとねこの手（包丁の使い方）や調理実習について
が多く，調理に関心があるように思われる。
⑵ 食育の効果
食べられるものが増えた，食べ物に関心をもつよ
うになった，食事の手伝いをするようになった等食
育の効果はあるようにみえる。また，手伝いの内容
（2013年）は包丁を使う（28％）皮剥き（9％）卵
を割る（6％）であった。調理実習できゅうりをピー
ラーで皮をむいたり，包丁で切ったりしたことの影
響があったのかも知れない。
Ⅵ．今後の課題
幼稚園で学生による食育を始めて3年目となる。
食育の対象となる園児と指導する学生が毎年変わる
ので，常に新たな試みとなっている。
食育は継続して実施し，時間の経過において効果
が分かるものである。また，教師をはじめ家庭，地
域，社会，子どもを取り巻くものの中で育まれてい
くものでもある。幼稚園においては給食の時間の指
導，栽培活動など多くの場面で食育が行われてい
る。学生による食育も一つの効果となっていると思
われるが，科学的に検証するにはブランクテストを
どうするかも含め課題が多い。
今回の実践においても十分な科学的検証は得られ
ないが，保護者の感想，幼稚園教諭の子どもの観察
などからある程度子どもの食への関心は高められた
と考えたい。
食育を実施した学生は栄養士を目指している。効
果の検証が難しい食育ではあるが続けることによっ
て学生の指導の力や子どもの食に関する力もついて
くる。学生には食育実践のスキルを身につけさせて
いきたい。
Ⅶ．文献
1）食育基本法（平成17年法律第63号） 最終改正 平
成21年6月5日法律第49号
2）第二次食育推進基本計画（平成23年3月31日食育推
進会議決定）
3）厚生労働省 食を通じた子どもの健全育成（いわゆ
る「食育」の視点から－）のあり方に関する検討会」
報告書
4）栄養士法（昭和22年法律第245号） 最終改正 平
成19年6月27日法律第96号
5）独立行政法人日本スポーツ振興センター 児童生徒
の食状況等調査委員会 平成22年度児童生徒の食事状
況等調査報告書
6）中屋美和 作・絵 そらまめくんのベッド 福音館
書店
2013年 2014年
そらまめくんのベッド6） 21 34
三色食品群 27
はてなボックス 6 8
ねこの手（包丁の使い方） 45 50
調理実習 43 53
食べ物の旅 44
早寝早起き 4 8
2013年 2014年
朝食の欠食が減った 0 2
偏食が減った 26 16
食べ物に関心を持つようになった 43 74
手伝いが増えた 53 52
食事のあいさつができる 17 13
テレビを消す 6
変わらない 28 15
表3 子どもの話題になったもの（％） 表4 食育の効果を感じる事柄（％）
森本和子
― １２ ―


Implementation of Food Education for Children in Kindergarden

LUXTON, Robert

Perhaps it would be better to get the bad news
out of the way first : My two teenage daughters, as
lovely as they both are, often prefer not to speak to
me at all. This is the plight of fathers the world
over, which is to say I have some company in my
loneliness. The good news, however, is that when
they do speak to me, they speak to me in English.
My daughters are both fluent English speakers
and I believe this has more to do with their Japa-
nese mother’s influence than my own. The key vari-
able, I think, is that my wife and I initially did not
pursue a one−parent one−language strategy. Until my
first daughter, Hana, went to junior kindergarten, my
wife and I both spoke only English to her, and the
result was that Hana’s English pronunciation is very
close to native. These days, Hana and her younger
sister Maya do speak Japanese to their mother when
they are alone with her, which is to say that some-
thing close to a one−parent one−language policy has
developed naturally over the years, but I think that
it was the complete English immersion the girls ex-
perienced in their early years that made the differ-
ence.
My wife, Naomi, graduated from a junior col-
lege in small−town Tokushima with a degree in
English. Unlike most of her classmates, she then
took a big chance : She took a job that actually re-
quired English. Naomi took a job as a secretary at
a medium−sized English conversation school in
Tokushima. At the Tokushima office, there were
about10 foreign teachers（including myself），mostly
from New Zealand and Canada, who, combined,
could only speak about 100 words of Japanese.
Dealing with the foreign staff meant that Naomi,
who organized their classes, had to speak English
on a daily basis. During her four years in the job,
she became fluent in English.
I met Naomi when she was working at the lan-
guage school. Although, after nearly20 years in Ja-
pan, my Japanese has reached a reasonable level,
our relationship, since the beginning, has been exclu-
sively in English. It started that way and has re-
mained that way. For some reason, we both feel
completely uncomfortable communicating in Japa-
nese. The trade−off in this is that her English has
continued to improve over the years, while my Japa-
nese level has remained fairly stagnant.
Naomi was fearless in raising our children in
an English environment. When they were young, she
spoke to them only in English. I have a distinct
memory of her at a local park speaking to the chil-
dren in English, surrounded by other Japanese moth-
ers speaking to their children in Japanese. Even as a
native speaker, I have experienced feelings of em-
barrassment speaking publicly to my children in
English. Naomi was unembarrassed in her pursuit of
English speaking children, and I believe that this is
the main reason the children can speak English.
Bilingual Children
Robert LUXTON
ABSTRACT
It is a common misconception in Japan that children with a native English−speaking parent will,
without exception, become bilingual English speakers. In fact, many such children speak little Eng-
lish at all. This paper details the lives of two children who became fluent, though not perfect,
speakers of English while growing up in Japan. It compares the Minority Language at Home strat-
egy to the One Parent One Language strategy.
KEYWORDS : bilingual, Minority Language at Home, One Parent One Language
四国大学紀要，A44：15－18，2015
Bull. Shikoku Univ. A44：15－18，2015
― １５ ―
Naturally, living in Japan, Hana was exposed to
some Japanese before she went to kindergarten, such
as with friends and from television. As well, her
Japanese grandparents spoke to her in Japanese.
However, she was essentially a unilingual English
speaker when she started school. I wonder if it was
in any way traumatic to begin school essentially un-
able to communicate with her classmates. It may
have been, but from the outside looking in, it didn’t
appear to be. Five year olds don’t seem to care that
there is a foreign language speaker in their midst.
Perhaps it is that playing doesn’t require that much
verbal communication. In any case, she gradually
developed a second language, Japanese. Hana was
reasonably good at speaking Japanese after one year
of kindergarten and completely fluent after two. I
can’t recall when Hana started speaking Japanese to
her mother, but it must have begun during kinder-
garten or her first years of elementary school. Even-
tually, Japanese replaced English as Hana’s “first”
language.
I have often wondered if a true one−parent one
−language policy is achievable, simply because only
one language is possible when all of the family
members are together. In any case, although my
children do speak Japanese to their mother when I
am not with them, our family time is almost exclu-
sively in English. On a daily basis, this basically
means that our evening meals happen in English.
The children probably only speak English for 30
minutes each day, but it seems to be enough. Thirty
minutes a day can function as a maintenance dose
of English. They only speak English when I am at
the table. If I leave, even momentarily, the children
and their mother quickly slip back into Japanese.
When I return to the table, they return to English．
（It’s nice to know that I still have at least some
influence on the children．）
My wife Naomi is quite good at English. Her
pronunciation is fairly natural, and she has an enor-
mous vocabulary. We’ve been speaking English to-
gether every day for twenty years. However, her
English isn’t perfect. For example, her intonation is
sometimes incorrect. I don’t think that this has had
a negative effect on the children, however. The
girls’ accents and intonation are like mine, for some
reason, and not like their mother’s. It’s a bit of a
mystery as to why this is so, but it is a fact. I
don’t think the native Japanese speaker in a couple
should worry about imparting less than perfect Eng-
lish to his or her child. It seems to work out in the
end.
Although for both girls Japanese is by far their
stronger language, I have never been tempted to
converse with my children in Japanese. At first,
when they were younger, this was because I wanted
them to speak English. These days, their English is
so much better than my Japanese that it would be
pointless. Their English is so much better than my
Japanese that it would be embarrassing to try and
speak Japanese to them. Occasionally, I know the
Japanese meaning of an English word that they
don’t know, and if this is the case, I tell them the
meaning in Japanese. It doesn’t happen very often,
and when it does, I only speak one Japanese word
to them, but it wouldn’t be quite honest to say that
I never speak to them in Japanese.
Spending a month in Canada every summer has
certainly helped as well. This has been possible be-
cause, just after Hana was born, I lucked out and
got a job at a small university in Tokushima. Al-
though the management of the university has some-
times complained about me taking long holidays（I
take the longest continuous summer holiday of any-
one at the school, and I think everyone knows it）I
have persevered and spent the money to take the
family back home every year. Both children become
much more talkative in English as the summer holi-
day progresses. In fact, after a week or two, they
usually begin speaking English to their mother,
Robert LUXTON
― １６ ―
which never happens in Japan except at the dinner
table.
Going to Canada every year also means that
they have made friends in Canada. Now they don’t
have to speak English only because their father does
but because their friends do, too. The influence of
their Canadian friends has been that they don’t nec-
essarily speak English like a middle−aged Canadian
man, but like Canadian teenagers. Perhaps this is
both good and bad. They intersperse “like” into
many of their otherwise concise sentences, as Cana-
dian children are apt to do, which can make me a
little crazy. It’s authentic but a little annoying. Hav-
ing Canadian friends has helped Hana and Maya be-
come completely comfortable among Canadians,
which I think is a sign that they have become
bicultural as well as bilingual.
As many parents raising bilingual children have
found, reading English books and watching English
television and movies have undoubtedly had a posi-
tive effect on the development of our children’s
English, especially on their vocabulary and listening
abilities. Hana has always been an avid reader of
English books, and I think her English has improved
immensely because of this. There may be a down-
side to this as well, however. For some reason,
Hana’s test scores at school in “kokugo”（Japanese）
have never been that good. Is this because she spent
so much time reading English books instead of
Japanese books like her classmates? This is an en-
tirely plausible explanation. Another explanation
might be that she simply isn’t very good at the sub-
ject or that she simply doesn’t work hard enough at
Japanese. It’s impossible to know, but the fact re-
mains that while Hana is completely fluent in Japa-
nese, she isn’t as successful as many of her class-
mates when it comes to tested Japanese.
Knowing English well has been helpful at
school. Hana, who is sixteen, is now a first−year
high school student and Maya, who is thirteen, is a
first−year junior high school student. Hana was not
particularly challenged by the English curriculum in
junior high school, but I do not believe it was a
complete waste of time. Junior high school English
teachers are often not very fluent English speakers,
but they usually know English grammar quite well,
and I believe Hana probably benefitted from this.
There was another benefit as well, though, and I
think this was essentially confidence. Because she
was able to get the highest English mark in her
class consistently, I think it helped her to believe
that she was a good student. Japanese junior high
schools rank students according to their test scores,
and thanks to her high English scores, Hana often
found herself at the higher end of the ranking. Not
having to study for English tests also gave Hana
more time to study for other subjects.
I have referred to Hana and Maya as both flu-
ent in English and bilingual, but this is to some ex-
tent a judgment call. How good is their English?
They both sound Canadian when they speak, but
they also both make frequent mistakes. These mis-
takes are often not grammatical but simply poor
word choices. Hana complained recently that she
would be “passing” six days of classes because she
was going to Canada for the summer instead of say-
ing “missing”. Mistakes like this reveal insufficient
input, which is to be expected when it is only their
father, for the most part, who is speaking to them
regularly in English. What I have always wondered
about is how a full year of living in an English
speaking country would affect their English levels. I
suspect, or at least hope, that a year abroad would
raise their levels to near native. On the other hand,
some of their mistakes are probably fossilized. We’ll
see. If they go to Japanese universities, my hope is
that they will either do a study year abroad through
the school or take a year off between their third
and forth years to live in Canada. In the Japanese
system, it is nearly impossible to take a year off af-
Bilingual Children
― １７ ―
ter university before getting a job because companies
like to hire people while they are still in school.
Taking a year off during school to live in an Eng-
lish speaking country, or participating in a study
abroad program, would be very beneficial I think.
I’m not sure if either of my children is strong
enough in English to do well at a Canadian univer-
sity. Their English is good, but I’m not sure it’s
that good. University in Canada is very challenging
for native speakers, after all. The Japanese school
curriculum is so different from the Canadian one as
well. Where Canadian schools stress essay writing
and independent thinking, Japanese schools stress
testing and memorizing without ever questioning
authority. I have doubts that my daughters could
thrive if suddenly put into the Canadian education
system. On the other hand, Canadian universities
have large numbers of foreign students, so perhaps
it wouldn’t be impossible.
Hana and Maya are not perfect English speak-
ers. They make poor word choices and are still un-
sure of some of the more complicated English gram-
matical structures. On the other hand, both of them
speak with Canadian accents and it is possible that,
through greater exposure to English, they may even-
tually come close to being native English speakers.
Speaking English at home on a daily basis, reading
English books, and yearly trips to Canada have all
been essential to this outcome. However, I believe
that it was the early complete English immersion
that was the most important element.
Some children in Japan with a foreign parent
do not develop into fluent English speakers. Having
a single English speaker in the house, particularly a
father who may spend far less time speaking to his
children than the children’s mother, is simply not
enough in many cases. If the second parent also
speaks English, at least a little, the outcome seems
much more assured. If both parents can speak Eng-
lish, it is possible to immerse the children in Eng-
lish when they are young, which is very difficult to
achieve if only one parent speaks English. That our
children did become fairly fluent English speakers is
basically a result, I think, of having a Japanese
mother who could speak English.
Robert LUXTON
― １８ ―


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