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Fostering Children's Interests in Gardening

Fostering Children's Interests in Gardening Despite the rapidly growing interest in children's gardens and attention to the positive benefits of gardening for children, little is known about the ways in which young people actually form interests in gardening. Using a sample of 9- and 10-year-old children at a school garden site in New York State, this study examined the ways in which gender, length of time working with the garden project, different types of gardening activities, and garden skills learned influenced interests in gardening. Regression analysis indicated that gardening skills had the strongest effect on gardening interest, followed by participation in planning and management activities, gender, and length of time. The total effect of planting activities was small. Adults working with school- and community-based children's gardens should identify ways to engage children and youth more fully in all phases of garden design, implementation, and maintenance. Attention also should be given to ways to involve boys. Additional research should focus on youth of different ages, different types of gardening settings, and additional aspects of the gardening experience, such as youth–adult partnerships and peer relationships. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Applied Environmental Education & Communication Taylor & Francis

Fostering Children's Interests in Gardening

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Fostering Children's Interests in Gardening

Abstract

Despite the rapidly growing interest in children's gardens and attention to the positive benefits of gardening for children, little is known about the ways in which young people actually form interests in gardening. Using a sample of 9- and 10-year-old children at a school garden site in New York State, this study examined the ways in which gender, length of time working with the garden project, different types of gardening activities, and garden skills learned influenced interests in...
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Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1533-0389
eISSN
1533-015X
DOI
10.1080/15330150701319362
Publisher site
See Article on Publisher Site

Abstract

Despite the rapidly growing interest in children's gardens and attention to the positive benefits of gardening for children, little is known about the ways in which young people actually form interests in gardening. Using a sample of 9- and 10-year-old children at a school garden site in New York State, this study examined the ways in which gender, length of time working with the garden project, different types of gardening activities, and garden skills learned influenced interests in gardening. Regression analysis indicated that gardening skills had the strongest effect on gardening interest, followed by participation in planning and management activities, gender, and length of time. The total effect of planting activities was small. Adults working with school- and community-based children's gardens should identify ways to engage children and youth more fully in all phases of garden design, implementation, and maintenance. Attention also should be given to ways to involve boys. Additional research should focus on youth of different ages, different types of gardening settings, and additional aspects of the gardening experience, such as youth–adult partnerships and peer relationships.

Journal

Applied Environmental Education & Communication – Taylor & Francis

Published: Apr 30, 2007

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