Analyzing teacher narratives in early childhood garden-based education
A model focusing on learning across multiple domains and integrating self-determination theory can be used to inform the design and evaluation of early childhood garden education programs
This paper presents a framework for exploring young children’s learning opportunities through garden-based education. The development of this framework involved an open analysis of narratives provided by educators working with infants, toddlers, and preschoolers in a learning garden located on the grounds of an early childhood center.
Twelve early childhood teachers participated in photo-elicitation interviews during two growing seasons at the center. These interviews focused on the value of and processes for supporting learning among young children in the garden. To elicit related ideas, the researchers used a set of photographs of children engaged in learning garden activities. The photographs were taken by the researchers and participating teachers over a period of several months. Transcripts from the interviews were used as the primary data sources for analysis. Memos and field notes taken by one of the researchers during gardening activities and interactions with participating teachers were used to confirm analyses of emergent themes. In analyzing the data, the researchers focused on how teachers described learning across numerous school readiness domains and how to support this learning by promoting opportunities for autonomy, relatedness, and competence. The study was based, in part, on the research-supported understanding that garden learning may be mediated by dimensions of self-determination, such as autonomy and competence. Autonomy, relatedness, and competence also represent basic psychological needs, which when met, can promote engagement, learning, and achievement.
From the teacher narratives, the researchers identified six school readiness areas supported by garden activities: (1) cognition and science, (2) physical development, (3) social and emotional development, (4) food and nutrition, (5) literacy and language, and (6) art and expression. They also identified four practices supporting children’s learning and development: (1) authentic participation in garden work, (2) exploring through the senses, (3) connecting the community, and (4) engaging learners. Also included in the teacher narratives were numerous examples of how supporting autonomy, relatedness, and competence can be integrated into the design of garden activities.
The findings of this case study add to the existing literature documenting multiple benefits of garden education for promoting young children’s learning and development. This case study also demonstrates the effectiveness of using teacher narratives for gaining a better understanding of how to describe the value of learning garden programs. Learning from early childhood teachers helped the researchers clarify how garden education can support young children’s development and learning across multiple dimensions.
The framework developed by the researchers for exploring young children’s garden-based learning opportunities focuses on (1) scaffolding multidimensional development and learning and (2) self-determination theory. The researchers offer this two-part framework as a resource for informing the design and evaluation of early childhood garden education programs.
Citation
Murakami, C.D., Su-Russell, C., Manfra, L., (2018). Analyzing teacher narratives in early childhood garden-based education. Journal of Environmental Education, 49(1),
