The Role of Various Barriers to the Prevention of the Implementation of Garden-Based Curriculum.

Shannon Troye

Abstract

The Role of Various Barriers to the Prevention of the Implementation of Garden-Based Curriculum.

Garden-based curriculum has been shown to have many positive impacts on academic outcomes and childhood nutrition. From a study, that investigated various surveys about this topic, found that 83% had a positive impact with 93% of that positively affecting science (Williams et al., 2013). Additionally, a different study was completed exploring the interactions of garden-based learning on nutrition. The study found that when there was nutrition curriculum and garden-based activities, there were significant increases in fruit and vegetable consumption (Mcaleese et al., 2007). These studies help to show that providing hands-on learning can have many diverse positive impacts on children in school and life. Despite these positive outcomes of garden-based curriculum though, many schools have not implemented successful school garden-based curriculum. To further investigate this topic, a school garden needs assessment survey will be administered to schools and early childhood education centers in Western Wisconsin. The survey will be distributed to school district and early childhood education administrators in a 15-county area of Western Wisconsin to determine what barriers including spatial, financial, technical and personnel exist for schools to develop garden-based curriculum in Western Wisconsin communities. Results from the needs assessment survey will be used to guide future trainings and technical assistance provided by the Wisconsin School Garden Network.

Mcaleese, Jessica D. MPH, and Linda L. Rankin PhD, RD, FADA. 2007. Garden-Based Nutrition Education Affects Fruit and Vegetable Consumption in Sixth-Grade Adolescents. American Dietetic Association. Vol. 107, No 4: pp.662-665

Williams, Dilafruz R., and P. Scott Dixon. 2013. Impact of Garden-Based Learning on Academic Outcomes in Schools: Synthesis of Research Between 1990 and 2010. Review of Educational Research. Vol. 83, No. 2: pp. 211-235.