School Gardening: Reasons and Rational for Growing Child‐Centered Gardens

1. School Gardening: Reasons and Rational for Growing Child‐Centered Gardens Erica Whitfield, MPH Amy Wagenfeld, PhD, OTR/L

2. Amy’s Top 10 Reasons Why Children Need to be in the Garden To move To be curious To try new foods To think To communicate To solve conflicts To sense To try To be safe To learn To have fun

3. And, “because I told you so” is just not good enough…

4. Nature-Deficit “Nature-deficit disorder is a term I use to describe the human costs of alienation from nature. Among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses.” -Richard Louv

5. Biologicalor Learned? “Most of the new evidence connecting nature to well-being and restoration of health focuses on adults; many of whom credit exposure to plants or outdoor views with speeding up recovery time from injury, among other benefits. Now kids are the subjects of some of the most interesting research, and just in time. The rate of anti-depressants prescribed to children has doubled in five years. Sixty-six percent of this increase was in preschool-age children. But we’re often ignoring this other potent therapy available at no cost.” - Richard Louv http://www.friendsoftualatinrefuge.org/files/Full_QA_Richard_Louv.pdf

6. What’s lost or damaged as kids separate from nature? “Health and a sense of wonder – an understanding of where we fit in our world – and possibly cognitive acuity. Howard Gardner, a professor of education at Harvard University, developed his influential theory of multiple intelligences in 1983. More recently, he added an eighth intelligence to his list: naturalist intelligence ("nature smart"). I believe lack of outdoor play diminishes the full use of the senses. Direct experience in nature simultaneously stimulates all of a child’s senses, and the use of our senses is essential to 2 learning. By moving childhood indoors, we deprive children of a full connection to the world.” -Richard Louv http://www.friendsoftualatinrefuge.org/files/Full_QA_Richard_Louv.pdf

7. Biophilia An instinctive bond that humans develop with other living organisms- a propensity to affiliate with the natural world. (Wilson, E.O., 1984)

8. A Run Through The Research

9. Kuo, F. E. & Faber Taylor, A. (2004). A potential natural treatment for attention-deficit/hyperactivity disorder: evidence from a national study. American Journal of Public Health, 94, 1580-1586. Findings An Internet survey of 452 parents of children with ADHD indicated that access to green outdoor settings significantly reduced symptoms even when activity level and demographic factors, including gender, age, income, residency, and disorder severity, were factored in.

10. Bell, J.F., Wilson, J.S., & Liu, G.C. (2008, December). Neighborhood greenness and 2-year changes in body mass index of children and youth. American Journal of Preventive Medicine35(6), 547-553. Findings Researchers found that the greener the neighborhood, the slower the BMI mass index growth in children (for those living there 2+ years) Investigators felt that long term exposure to green spaces decreases a child’s tendency and risks towards obesity- because it is a welcoming space to play in, the air is cleaner and cooler in the hot months, and is generally more attractive than the built environment lacking in natural features (planned or unplanned).

11. Graham, H., & Zidenberg-Cherr, S. (2005). California teachers perceive school gardens as an effective nutritional tool to promote healthful eating habits. Journal of the American Dietetic Association, 105(11), 1797-1800. FindingsThis study assessed elementary school teachers’ perceived attitudes and barriers associated with school gardens, as well as the purpose and use of gardens in schools, specifically in relation to the link between gardens and nutrition. The questionnaire was mailed to 1,665 California fourth-grade teachers at schools with gardens. The response rate was 36% (n=592). Teachers perceived the garden to be somewhat to very effective at enhancing academic performance, physical activity, language arts, and healthful eating habits. Nutrition was taught with the use of the garden by 47% of responding teachers. This research provides evidence for needed standards-based curricula materials and teacher training in relation to gardening and nutrition. The results from this study will contribute to development of needed resources and methods by which to encourage the use of gardens and nutrition education in schools.

12. Winters, J., Ring, T., & Burriss, K. (2010). Cultivating math and science in a school garden. Childhood Education, 86(4), 248-G-248-J. Findings Teachers can help students interpret, predict and analyze information in meaningful context by conducting outdoor learning activities. They can use outdoor facilities within the school campus, such as the garden, to conduct mathematical activities, science and interdisciplinary connections.

13. Graham, H., Beall, D.L., Lussier, M., McLaughlin, P., & Zidenberg-Cherr, S. (2005, May/June).Use of school gardens in academic instruction, Journal of Nutrition Education & Behavior,37(3), 147-151. Findings School gardens can positively impact children's food choices by improving their preferences for vegetables and increasing their nutrition knowledge. Studies conducted using school gardens and structured garden-enhanced nutrition education curriculum have reported increases in students' fruit and vegetable consumption. Based on these benefits, a goal has been established to have a garden in every school in California.

14. Parmer, S. M., Salisbury-Glennon, J., Shannon, D., & Struempler, B. (2009). School gardens: An experiential learning approach for a nutrition education program to increase fruit and vegetable knowledge, preference, and consumption among second-grade students. Journal of Nutrition Education & Behavior, 41(3), 212-217. Findings The authors examined the effects of a school garden on children's fruit and vegetable knowledge, preference, and consumption. It was found that school gardens as a component of nutrition education can increase fruit and vegetable knowledge and cause behavior change among children. These findings suggest that school administrators, classroom teachers, and nutrition educators should implement school gardens as a way to positively influence dietary habits at an early age.

15. Heim, S., Stang, J., & Ireland, M. (2009). A garden pilot project enhances fruit and vegetable consumption among children. Journal of the American Dietetic Association, 109(7), 1220-1226. Findings A 12-week pilot intervention was designed to promote fruit and vegetable intake among 93 4th to 6th grade children attending a YMCA summer camp. Children participated in garden-based activities twice per week. Weekly educational activities included fruit and vegetable taste tests, preparation of fruit and vegetable snacks, and family newsletters sent home to parents. Children reported high levels of enjoyment in the intervention activities. Most children (97.8%) enjoyed taste-testing fruits and vegetables. Children also liked preparing fruit and vegetable snacks (93.4%), working in their garden (95.6%), and learning about fruits and vegetables (91.3%). Garden-based nutrition education programs can increase fruit and vegetable exposure and improve predictors of fruit and vegetable intake through experiential learning activities. Participation in the “seed to table” experience of eating may help promote healthful eating behaviors among youth. Food and nutrition professionals should consider garden-based nutrition education programs that connect children with healthful foods through fun, hands-on activities.

16. Ratcliffe, M. M., Merrigan, K. A., Rogers, B. L., & Goldberg, J. P. (2011). The effects of school garden experiences on middle school-aged students’ knowledge, attitudes, and behaviors associated with vegetable consumption. Health Promotion Practice, 12(1), 36-43. FindingsThis study describes the effects of garden-based education on children’s vegetable consumption. As part of a pre—post panel study, 236 students completed the Garden Vegetable Frequency Questionnaire and 161 completed a taste test. Results indicated that school gardening may affect children’s vegetable consumption, including improved recognition of, attitudes toward, preferences for, and willingness to taste vegetables. Gardening also increases the variety of vegetables eaten.

17. Dyment, J. E., & Bell, A. C. (2008). 'Our garden is colour blind, inclusive and warm: reflections on green school grounds and social inclusion. International Journal of Inclusive Education, 12(2), 169-183. Findings In the interest of enhancing children's environments, communities around the world are 'greening' school grounds, replacing asphalt and manicured grass with a diversity of design elements such as trees, shrubs, gardens, water features, artwork and gathering areas. Despite a growing body of research from a number of disciplines exploring the potential of these spaces, very little is known about the ways they can promote social inclusion with respect to gender, class, race and ability. This paper explores the relationship between school ground greening and social inclusion in a Canadian public school board where approximately 20% of more than 500 schools have begun the greening process. A mixed methods approach was used: (1) 149 questionnaires were completed by administrators, teachers and parents associated with 45 school ground greening initiatives; and (2) 21 follow-up interviews were conducted with administrators, teachers and parents at five schools across a range of socio-economic statuses. The study revealed that green school grounds are more inclusive of people who may feel isolated on the basis of gender, class, race and ability, suggesting that these spaces promote, in a very broad sense, social inclusion.

18. Making meaning out of the research and putting it into a practical framework.

19. Why Harvesting Tomatoes is REALLY Good Language Math Visual Perception Attention/Focus Sequencing Motor Sensory Nutrition Social Skills

20. Robert Wood Johnson FoundationHealthy Kids, Healthy Communities Project Goal: Reduce obesity and increase access to fresh fruits and vegetables through the development of community/school gardens and orchards in Lake Worth, Palm Springs and Greenacres, FL

21. “Studies show that people who care deeply about the future of the environment almost always enjoyed transcendent experiences in nature when they were children. If nature experiences continue to fade from the current generation of young people, and the next, and the ones to follow, where will future stewards of the earth come from?” -Richard Louv

22. Vision for the Gardens Create a sense of place Destinations Playground Art Orchard Vegetables Herbs Butterfly gardens

23. Scottish Rite Masonic Center

24. CO Taylor/Kirklane Elementary

25. Greenacres Elementary

26. “It’s amazing how kids take to Nature…. At first, they’re scared of nature ….But after a while, something mysterious takes over and they begin to react like plants watered after a long drought. Their whole affect changes; their faces light up….. They lose that “know-it-all state of mind.” It’s a remarkable and often moving thing to witness.” -Richard Louv

27. South Grade Elementary School

28. “We need to bring nature into the city, erase the artificial line between urban and natural.” -Richard Louv http://www.grist.org/article/louv

29. Therapeutic Recreation Center

30. “One of the most important gifts a parent can give a child is his or her own infectious enthusiasm for the outdoors.” -Richard Louv Erica.Whitfield@palmbeach.k12.fl.us 561-969-5880 Amy.wagenfeld@gmail.com or amy@studio-sprout.com 617-875-4883