Lessons Learned From Implementing of Garden Education Program in Early Child Care

Background. Early childhood is a critical life period for promoting health behaviors, and early child care and education centers (ECECs) are critical settings, as 60% of U.S. children attend ECECs. Yet few programs or curricula that promote physical activity and nutrition in this setting exist. This study explored the acceptability, feasibility, and sustainability of the Sustainability via Active Garden Education (SAGE) program. Method. Preintervention interviews were conducted to inform the design of SAGE and postintervention interviews were conducted to evaluate the implementation of SAGE in the ECEC setting. A constant comparison approach was used to capture emergent themes on acceptability, feasibility, and sustainability from interviews. Participants. ECEC directors ( N = 10, 90% female, 20% Hispanic, 30% African American). Results. Directors expressed that SAGE was acceptable and feasible as it was age-appropriate, engaging, and aligned with existing curricula and accreditation standards. Most directors reported that SAGE improved activity and nutrition related knowledge while building other social and academic skills (e.g., expanding vocabulary) that are critical to this important developmental period. Suggestions for improving the sustainability of the program included stronger parental involvement and opportunities for ECEC staff trainings.

Teachers’ perceptions of sustainable integration of garden education into Head Start classrooms: A grounded theory approach

The perceived benefits of outdoor learning have influenced recommendations and policies alike in early childhood education, yet one component (garden education) in Head Start preschools is inconsistent and researchers do not yet know why. The purposes of this qualitative interview study were to explore preschool teachers’ experiences and perceptions of incorporating garden education into a preschool curriculum for children from low-income families and to develop a grounded theory-based conceptual model to explain the findings. Causal conditions included being comfortable in nature, having administrative support, focusing on safety, and reacting to weather. The intervening conditions were teacher knowledge and skills, program structure, resources and physical supplies, and human resources. The strategies for implementing sustainable use of preschool gardens were employing child-directed practices, applying multi-curricular techniques, incorporating health education, and engaging the community. The consequences identified for using preschool gardens were impacting whole child learning, influencing health, and exposing children to nature. Holistic integration of the results into the current literature suggested several opportunities for pre-service teacher education, professional development, and assessment tool development and validation.