The objective of this study consists in promoting seafood consumption by increasing its intake opportunities for children through analysis of seafood using frequency in the elementary school lunch program. For that purpose, randomly sampled out from elementary schools through the county were 155 dietitians and 5th grade 3581 children, on whom a mail survey was conducted to analyse their seafood using frequency, and preference, and lunch menu by seasons. Results of this study are as follows : The seafood using frequency of the respondents represented the highest value in one or two times a week, while obstacles in seafood use presented high values in the safety of food by 71.6% and children preference by 68.4%. The seafood intake frequency of the respondents showed the highest value in three or four times a week by 34.5% and the places of seafood intake indicated the highest response in the home by 43.5% and then school lunch and dining out. The dietitians responded that children for the most part had not a preference for seafood, whereas the children pointed out average by 46.2%. As for reasons for avoidance of seafood, the dietitians expressed the highest response in it depends cooking methods by 45.8%, while the children because of its peculiar taste and smell by 42.1%. Their required improvement showed the highest response in the taste improvement by 51.8%. The children most preference for seafood that dietitians thought included fried Alaska pollack and shrimp cutlet, while dislikes braised mackerels and seasoned cold jelly fish. Cooking methods frequently used were represented in order of soup, hot soup, and stew, and the children's preferred cooking method was from fried food. Above results suggested that the intention to increase seafood using frequency is needed to at the time of planning the menus so that more seafood-providing opportunities can be given. The development of cooking methods is urgently needed that can change the taste or the smell of seafood, and concurrently with this conveniences be taken into account in eating such as elimination of bones, etc. as early as the states of purchase or checking of seafood. The reflection of the preferred cooking methods is thought to contribute to the enhancement of satisfaction with the seafood as well as to the reduction of food remnants. The recommendation of intake of low preference but nutritionally good seafood is required to be expanded in nutrition education.

English language teaching in elementarγ school was proposed and is now in practice on the basis of the Critical Period Hypothesis which is also theoretically supported by innatists who argue that UG begins attrition around puberty and that language acquisition becomes increasingly difficult beyond this period. This was proved true of first language acquisition and naturalistic SLA, but no evidence has been known about instructed second language leaming in formal education. Elementary school ELT is supported by some parents who wish their children to leam this world language effectively, but the educational environment is far from utilizing the leamers' UG: few teachers are capable of providing authentic input, so the leamers depend on their general intelligence and leaming strategy rather than UG. It is suggested that high school age is optimum for utilizing leamers' motivation, intelligence, and leaming strategy.

The Chinese characters education for the elementary school students in Korea had been officially forbidden in its exercise because of the Exclusive KOREAN Usage Policy until the few cities and provinces had begun to activate the school discretion time(學校 아량 時間) during The 6th Curriculum period. However, such program had also been neglected for the English texts due to the worldwide expansion progressive movement of the civilian government: so, THE 7th Curriculum had also been unable to establish a legal foundation executing the Chinese characters education. Some says that we can initiate the Chinese characters education through the free time activity(雅量 活動). However, Ministry of EDUCATION & Human Resources Development is currently advising a creative method of educational operation rather than performing the elementary school students free time activity with textbook formats. An abstract about the Chinese characters education must be discussed based upon the Chinese characters curriculum in the elementary school education. However, the nationalized curriculum has not yet been created and it is difficult to find its reference. Only, we can look over the Chinese characters education of elementary school students through the Chinese Characters Curriculum in Elementary Schools standardized by Seoul Metropolitan Office of Education: the content is as follows, Seoul Metropolitan Office of Education explains the Chinese characters education evaluation in elementary schools divided in large areas of evaluation index, evaluation method, and activities of the evaluation outcomes. First, the evaluation index is located as limited fields of Chinese characters(漢字), language(漢字語), and words/phrases(漢字語句) for the elementary school students while the evaluation direction is described to avoid flowing in to grammar or knowledge evaluation. Second, the evaluation method is to be balanced in each areas lesson contexts Chinese characters, language, and words/phrases: but, the Chinese characters evaluation must include suggesting in relation to the format(形), sound(音), and meaning(義) while the language evaluation must show the daily linguistic skills, and the words/phrases focused upon understanding the meaning and its comprehension. Third, the Chinese characters education evaluation of elementary schools should not only be used in achieving the students advancement in their academic performance but also the instruction/teaching methods for the Chinese education. The 7th Curriculum is the student-oriented Curriculum based upon independence and creativity. Therefore, the evaluation method must have a thorough, alternative plan suited for such spirit. This is not the end result-centered evaluation but rather it should shift its gear towards the learning-centered evaluation. For such occurrence, the teachers instructional and teaching method needs to be progressed according to the students-oriented activity education rather than of the one that is teacher-oriented. Moreover, a profound improvement planning is requested for the education department for the elementary school Chinese education as with The 7th Curriculum being activated. In order to successfully pursue the students-oriented education that the Curriculum program appoints to, the free time activity operation needs to be expanded of its liberality. Additionally, the nationalized level of Chinese characters education process in elementary school that coincides with The 7th Curriculum program must be prepared as well.

The purpose of this study was to survey the concern for health, nutrition knowledge, and nutritional attitude of the elementary school children's mothers, to investigate the correlations among them, and to estimate their effects on the growth of their children. The questionnaire was answered by 780 mothers in the Busan area. The concerns over health and nutritional attitude were above average in all items. The perception and accuracy with respect to nutrition knowledge were 90.3% and 77.0%, respectively, and the mean score of the nutrition knowledge was 17.5 on a basis of twenty-five. This indicates that the subjects had a comparatively deep concern for health and good knowledge of nutrition, and professed a relatively desirable attitude. These results indicate a desirable dietary attitude for children as well as parents. The correlation coefficients between nutrition knowledge and a concern for health, and between nutrition knowledge and nutritional attitude were very low. This suggests that the subjects' knowledge of nutrition does not develop into practice. The correlation coefficient was high (r=.610) between the concern for health and the nutritional attitude. In conclusion, the nutrition education program for mothers should be developed to add good practice to knowledge, thus increasing the concern for health, correcting their faulty knowledge of nutrition, teaching the good nutrition, and taking a practical attitude toward the use of their present nutritional knowledge.

This study was performed to investigate the perception and the preference of Korean traditional foods such as traditional holiday foods, rice cakes and beverages. The subjects were 598 elementary school students(male 310, female 288) in fifth or sixth grades. The most favorite traditional holiday food was rice cake soup(57.4%) and 92.4% of subjects wanted to keep the traditional holiday foods because of the traditional custom. The traditional beverages mainly drinking at home were sikhye(35.6%), misugalou(30.2%), green tea(18.5%), etc. Children's most favorite beverage was misugalou(90.5%) and they had no taste for ginseng tea(39.6%). Children did not know well about booggumi(64.1%), dootubdduk(63.3%), whajun(39.6%), etc. and liked gguldduk(94.2%) better than the others. They liked the rice cake because of its good taste(69.0%) and disliked it because of chocking(30.9%), not eating frequently(29.5%), hard and tough(18.2%), and so on. And they wanted to make the rice cake softer and sweeter like the cake and mostly ate it on the traditional holidays.