The purpose of the present study was to reaffirm the results of our previous study in the relationship between the time needed to get ready for school in the morning and how it affected oral health. And we also clarified how bedtime, waking-up time, length of sleep and behavior relate to the time needed to get ready for school in the morning.

　Six hundred thirty seven 5th-grade elementary school children in T City, Gifu Prefecture, were investigated. A questionnaire was used to investigate their daily routines. School dentists examined their oral health for tooth decay, gingivitis and plaque. Their behavior was evaluated by Oral Salutogenic score for school children. Relationships between the time needed to get ready for school in the morning and tooth decay, gingivitis and dental plaque were analyzed using odds ratio and a confidence interval of 95％. Analysis of differences in bedtime, waking-up time, sleeping time and Oral Salutogenic score by classification of the time needed to get ready for school in the morning was adjusted for sex and assessed using Tukey'S HSD test.

　The results were as follows:

1）The group who spent 61 to 80 minutes getting ready for school in the morning had low risk of dental caries than the groups who spend more or lesser time getting ready for school in the morning.

2）The group who spend 41 to 60 minutes getting ready for school in the morning had healthy gingiva and less dental plaque than the groups who spend more or lesser time getting ready for school in the morning.

3）The group who spend 61 to 80 minutes getting ready for school in the morning had the highest average Oral Salutogenic score on oral hygiene and gingival.

4）The group who spend 81 to 100 minutes getting ready for school in the morning had the highest average Oral Salutogenic score on teeth health.

5）The longer the time to get ready for school in the morning was related to sleeping early, waking-up early and shorter sleeping time.

　We reaffirmed the relationship between reasonable time to get ready for school in the morning and lower dental caries.

Objective: Media, such as food advertisements, have an impact on the food choices of children. Here, we examine the feasibility and preliminary efficacy of a media literacy nutrition education program for school children.

Methods: We conducted a 10-hour program as part of a home economics class for 61 sixth-grade elementary school children at S School, Tokyo. Among the 10 lessons, two lessons were about food labels and media techniques used in food advertisements, six were about how to eat well, and two were about reading food labels and cooking. A total of 58 children completed the pre- and post-program questionnaires to identify changes in dietary attitudes and behaviors. We also analyzed the children's in-class worksheets to identify their perception of media techniques.

Results: 1. On careful viewing of television food commercials, the children were able to identify six categories of media technique, namely voice technique, image technique, characters, situation setting, tempo, and merchandise information. These six account for most of the major media techniques used in food commercials.

　2. In the post survey, 81％ of children answered that they had developed skills in identifying media techniques, and 93％ agreed that learning media techniques was advantageous in their food choice.

　3. Children showed a significant increase in recognition of the importance of food labels (p＜0.01). Recognition of the importance of and self-efficacy toward a well-balanced diet were also significantly improved (p＜0.05 for importance, p＜0.01 for self-efficacy).

Conclusion: Children achieved almost all learning objectives of the program. These findings demonstrate the feasibility and preliminary efficacy of this program.