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Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets

Children and families experience dietary benefits of school gardens

The aim of this study was to describe the dietary-related impact of children´s experience with growing food in school gardens as perceived by parents and educators. Two preschools and one primary school participated in this study. All three schools had active garden programs, and all were located in Greater São Paulo.

Twenty-seven adults (19 parents and 8 educators) were interviewed for this study. The selection of educators to be interviewed intentionally included individuals with different types of involvement in the school garden activities (managing, teaching, catering, etc.). The parent interviewees all had children who were actively engaged in the school garden program.

Of the 19 parents interviewed, 7 (34%) had a home garden. The nature of the parents’ involvement with the school garden varied with 79% actively participating, 64% consuming the foods harvested at the school garden, 43% sharing the knowledge acquired by the student, 29% contributing with supplies for the upkeep of the garden (29%), and 21% taking part in planning meetings.

Three main themes were identified through a content analysis of the interview responses: The “learning by doing” process; the impact on children; and the impact on families. Learning by doing included greater involvement of children in meal preparation and having the experience of eating what you plant and harvest. Children also had the experience of getting their hands in dirt. Both parents and educators cited childhood contact with soil and nature as an important aspect of the school garden experience. The impact on children included (a) positive changes in their diet, (b) awareness of the food system, and (c) knowledge of foods. The impact on families included family involvement in preparing foods grown in the school garden and positive changes in the family´s diet. For some families, the impact included starting their own gardens at home.

Overall, the school garden promoted reflection on the act of eating, led to healthier diets, increased knowledge of foods and the food system, and increased motivation to try new foods. These findings are consistent with other studies indicating that school gardens can have a positive impact on both children and their families. These findings also indicate that school gardens can serve as a food and nutrition education strategy based on involvement and direct contact with food.

Citation

Garcia, M.T., Coelho, D.E.P., Bogus, C.M., (2017). Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets. Demetra

DOI

http://dx.doi.org/10.12957/demetra.2017.26407

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