摘 要

学龄前儿童的营养不良和营养过剩问题已经成为国内外政府和学者共同关注的议题。随着社会生产生活方式的变化，幼儿园成为幼儿重要的生活场域。我国幼儿园普遍实施“三餐两点”制度，幼儿园饮食环境对幼儿饮食行为的重要性不言而喻。为此，我国相继颁布《托儿所幼儿园卫生保健工作规范》《3-6岁儿童学习与发展指南》等文件保障幼儿园创设科学合理的饮食环境。然而，我国目前还没有本土化、系统化的饮食环境评估工具，幼儿园如何创设饮食环境促进幼儿健康饮食缺少实证研究的有力支持，构建饮食环境指标体系成为必然要求。

为充分了解国际国内托幼机构政策文本和量化研究中与饮食环境相关的内容，建构我国本土化、综合化的幼儿园饮食环境指标体系。本研究分为3个部分并得到以下的研究结果。

首先，选取亚洲、欧洲、北美洲、大洋洲、非洲9个具有代表性国家的学前教育政策文件《英国早期基础阶段法定框架》《德国0-6岁日托机构教育质量国家标准》等15个，梳理与幼儿园饮食环境相关的内容后提炼出关键词并进行统计，将频次不小于2的关键词进行聚类分析。从应然层面建构出8个一级指标和27个二级指标。

其次，在Web of Science，Psycinfo，Proquest，Emerald数据库中搜索近20年有关托幼机构饮食环境与幼儿饮食行为相关性的量化研究，为建构我国有效的幼儿园饮食环境指标体系奠定基础。最终有美国、英国等9个国家的19篇实证研究成为研究对象。营养政策、食物和饮料的提供、教师的喂养实践、营养教育是国外学者关注的饮食环境的几个指标，它们与幼儿食物摄入量有密切关系。综合化的饮食环境评估工具以美国的环境和政策的评估和观察（EPAO）为主。评估方法有文件审查、直接观察、访谈、问卷。

最后，以文件政策关键词和已有的饮食环境评估工具为依托，遵循代表性、可操作性等原则，邀请学前教育和营养学领域的高校教师、儿保科医生、幼儿园园长、幼儿园教研员、幼儿园一线教师、保健医共13名专家结合我国实际情况对初步形成的指标体系的结构和内容提出三轮的修正建议。最终形成饮食管理、食物和水的提供、教师就餐期间的护理、饮食教育4个一级指标，人员配比、提供安全健康的食物、教师根据幼儿需求调整进食量、园所为教师提供幼儿饮食方面培训等27个二级指标和48个评价要点。另外，运用德尔菲法确定各指标的权重和评价方法。

本研究既借鉴国外托幼机构饮食环境指标和工具的有益成果，也根据我国实际情况进行调整，具有科学性和有效性，但还需要深入到幼儿园一线对指标进行进一步验证。开发我国本土化的幼儿园饮食环境评估工具并探究对幼儿饮食行为的长期效果是未来研究的方向。最后，从系统全面的政策、全面适宜的环境、合理多样的评估方面提出提升我国幼儿园饮食环境质量的建议。

关键词：指标体系；饮食环境；饮食教育；食物提供；进餐护理

ABSTRACK

Malnutrition and over-nutrition of preschool children have become a common concern of governments and scholars at home and abroad. With the change of social production and lifestyle, kindergarten has become an important life field for young children. The "three meals and two snacks" system is generally implemented in kindergartens in our country. The importance of kindergarten dietary environment to children's eating behaviors is self-evident. Therefore, our country has successively promulgated documents such as Nursery and Kindergarten Health Care Work Regulations, 3-6-year-old Children's Learning and Development Guide to ensure that kindergartens create a scientific and reasonable eating environment. However, there is no localized and systematic dietary environment assessment tool in our country at present. How to create a food environment in kindergartens to promote healthy eating of young children lacks strong support from empirical research. It is an inevitable requirement to build a dietary environment indicator system.

In order to fully understand the content related to the dietary environment in the policy texts and quantitative research of international and domestic kindergarten institutions, and constructing a

localized and comprehensive kindergarten dietary environment indicator system in our country, this study is divided into 3 parts and the following findings are obtained.

First of all, 15 preschool education policy documents from 9 representative countries in Asia, Europe, North America, Oceania and Africa are selected, such as the Statutory Framework for the Early Foundation Stage in the UK, and the National Standards for the Education Quality of Day Care Institutions in Germany for Ages 0-6. After sorting out the contents related to the kindergarten food environment, the keywords are extracted and counted, and the keywords with a frequency of not less than 2 are clustered. Eight first-level indicators and 27 second-level indicators are constructed from the ought level.

Secondly, I searched Web of Science, Psycinfo, Proquest, and Emerald databases for nearly 20 years of quantitative research on the correlation between the dietary environment of child cares and young children's eating behaviors to laid the foundation for the construction of an effective kindergarten dietary environment indicator system in our country. In the end, 19 empirical studies from 9 countries including the United States and the United Kingdom became the research objects. Nutrition policies, provision of food and beverages, teachers' feeding practices, and nutrition education are several indicators of the dietary environment that foreign scholars have focused on, and they are closely related to young children's food intake. The comprehensive dietary environmental assessment tool is based on the Environmental and Policy Assessment and Observation (EPAO) in the United States. Assessment methods are document review, direct observation, interviews, and questionnaires.

Finally, relying on the policy keywords and the dietary environment assessment tools, and following the principles of representative and operational, 13 experts including university teachers in the fields of preschool education and nutrition, pediatric care doctors, kindergarten directors, kindergarten teachers, research staff, healthcare practitioner are invited to put forward three rounds of revision suggestions on the structure and content of the initially formed index system based on the actual situation in our country. Finally, four first-level indicators of diet management, provision of food and water, teachers nursing during meal times, and diet education are formed, and 27 secondary indicators such as staff ratio, provision of safe and healthy food, teachers adjusting the amount of food eaten according to children's needs, and teachers in the kindergarten training on diet for young children, and 48 evaluation points are constructed. In addition, the Delphi method is used to determine the weights and evaluation methods of each indicator.

This study not only draws on the beneficial results of the dietary environment indicators and tools in foreign kindergartens, but also adjusts it according to the actual situation in our country. It is the direction of future research to develop a localized assessment tool for kindergarten dietary environment in our country and explore the long-term effect on children's eating behaviors. Finally, systematic and comprehensive policies, comprehensive and appropriate environment, and reasonable and diverse assessments are put forward for improving the quality of our country's kindergarten dietary environment.

KEY WORDS: Indicator system, Dietary environment, Dietary education, Food provision, Meal care