WHY SCHOOL GARDENS?

Aliciá Ayala

Professor Quinn

UWP1Y

June 9th, 2018

Why School Gardens?

Introduction

This research paper aims to understand the garden discourse community

here in Yolo County. Recently, my participation as an intern for Yolo Farm to Fork

has led to my introduction to the community specifically in Woodland. I am solely

learning the meaning of gardening in that respective area. To many, like myself,

who primarily have lived in city suburbs or bustling environments, gardens are a

symbol for leisure and retirement. The gardens I have known are filled with

flowers, succulents, or plants in need of preservation. The garden’s purpose is to

provide aesthetics for the community and to showcase nature which may not be

common to the area. However, in this community I have found that gardens serve

as a gateway for children. Not all children have been exposed to gardens in their

lives thus the school garden may also serve as an enrichment activity to broaden

their awareness of different activities that take place in nature. The hands-on
WHY SCHOOL GARDENS? 2

setting that a school garden provides allows the children to clearly see how food is

grown to provide the food on our tables. Yolo Farm to Fork provides the resources

and educators for the elementary schools who wish to engage their students in

school gardening.

The program that I will be examining is Yolo Farm to Fork’s Growing

Lunch after school garden activities for children at Beamer Elementary School.

Yolo Farm to Fork is committed to the school garden because “edible school

gardens provide not only healthy outdoor exercise, but also develop kids’ taste for

healthy produce and a lifelong skill to grow nutritious, inexpensive food”

(Unknown, 2018). Yolo Farm to Fork believes that school gardens will make a

long-term impact on a child’s life; I would like to understand the Beamer

Elementary point of view in comparison to this. I would also like to learn about

experienced members successful beliefs and attitudes displayed in the school

garden discourse community. Lastly, by conducting interviews and observing

student interactions I hope to understand why school gardens are important for this

community and how I can adjust my behaviors in order to best encourage students

at Beamer Park Elementary School to partake in their school gardens.

Literature Review
WHY SCHOOL GARDENS? 3

My interest in the garden discourse first began in my First Year Seminar at

University of California, Davis. My seminar is held at the Early Learning Center

which focuses heavily on outdoor play and outdoor experiences for preschoolers

and toddlers. Every week we discuss the developmental benefits of spending time

outdoors as a young child. Although in my internship I primarily work with

children ages seven to ten, the children are still growing and learning about

themselves and how the world works around them. Through my first-year seminar,

I was exposed to an article called “Early Sprouts” written by child development

and nutrition faculty of Keene State College. In this article, they discuss potential

benefits for preschoolers when they are allowed in school gardens, and provide

stories of how children interact when exposed to fresh vegetation. It is particularly

interesting to note that: “… it takes 5 to 10 exposures to a new food for preschool

children to become comfortable and familiar with its taste and texture. When

children have repeated opportunities to taste a new food, they often change their

food reactions from rejection to acceptance” (Bauer, Kalich, McPartlin, 2009). I

find that this data will be important for when the children at my elementary school

begin to taste the vegetables they planted. Many children have concrete likes and

dislikes to common vegetables like tomatoes, lettuce, carrots, cucumbers, and

radishes which are often grown at the schools. Although data shows young

children are susceptible to changing their opinions, it will be a matter of testimony

WHY SCHOOL GARDENS? 4

and first-hand experience to verify that this is possible with children of a slightly

older age. If it is possible then school gardens have the potential to expand the taste

palettes of children.

In a study better fit to reflect older children called Gardening Increases

Vegetable Consumption in School-aged Children: A Meta-analytical Synthesis,

peer-reviewed literature was analyzed by researchers aiming to find significant

statistical increases in vegetable consumption. Studies analyzed were conducted on

children in Kindergarten all the way to twelfth grade who participated in school

gardens or nutrition education classes. It is critical to understand how nutrition

education classes differ from hands on gardening. Nutrition education has the goal

of “… increasing the consumption of healthy foods and/or decreasing the

consumption of unhealthy foods. Increasing physical activity and/or decreasing

sedentary activities…” (Gupta, Langellotto, 2012). Instruction given in nutrition

education is an indoor classroom experience unlike gardening which allows

freedom to experiment with hands on learning and physically experiencing foods

that are healthy. The analysis did not find statistical significance of increasing

vegetable consumption in control or nutrition education groups. On the other hand,

analysis showed gardening groups to provide clear significance “… in nutrition

knowledge, preference for vegetables, fruit consumption, vegetable consumption,

and the combined measure of fruit and vegetable consumption” (Gupta,

WHY SCHOOL GARDENS? 5

Langellotto, 2012). The study explained that children in gardening programs also

had “… positive attitudinal… and behavioral changes” whereas nutrition education

only provided an “… increase in nutrition knowledge” (Gupta, Langellotto, 2012).

This research expands on the “Early Sprouts” article of preschoolers being

susceptible to attitude changes by showing that even when children grow older

they can still experience positive attitude changes when going through a school

gardening experience.

School gardening also has the potential to improve social learning through

interactions with peers. In much of the research conducted, each introduction

reminds readers that children’s interactions with the outdoors are a diminishing

part of growing up. This decline in outdoor activity is not just an American

problem, but it is also present in places like Finland. In a research paper conducted

in Finland called Garden affordances for social learning, play, and for building

nature–child relationships, the data collected captured suburban seven to twelve

year olds experiences in a garden environment available daily at a summer camp.

Their data shows that gardening taught: “… manners [on] how to behave and

regard other people, … [how] to build friendships and affections, confidence and

work ethics…” (Kaivola, Laaksoharju, Rappe, 2012). Based on this research,

children in the gardening program at Beamer should improve their social skills

over the time that they participate.

WHY SCHOOL GARDENS? 6

As research continues to build in the subject of school gardening, the state of

California is jumping on the opportunity to incorporate the program into its

curriculum. California curriculum has created a guide that “… bridges the distance

between the garden experience and the standards by linking specific lessons to

specific standards for grades two through six” (Agee, Bruton, Tanner, 2002). The

Department of Education wishes to not only improve nutrition of students, but

utilize the garden as an outdoor classroom for math, history, science, and English.

They also clarify the definition of “seed-to-table” which includes “… students

[who] grow vegetables and then harvest, prepare, and eat the vegetables” (Agee,

Bruton, Tanner, 2002). This is how Beamer Elementary utilizes their garden and is

a common practice for students. The guide for teachers goes on to list the

noticeable changes in children who participate in gardens, the ease of teaching

outdoors, benefits for students who may struggle in school, benefits for education

both regulated and developmental, and community pride that is sure to ensue. The

guide attempts to alleviate potential stress of teachers who do not believe they can

garden, and provide an accessible point to find curriculum examples or teaching

material for the outdoor classroom. Since this guide was written in 2002, it will be

interesting to explore if schools like Beamer Elementary still integrate their core

curriculum into outdoor experiences

WHY SCHOOL GARDENS? 7

When state curriculum is not integrated into the school garden it can still

provide benefits for learning. A commonly cited research paper, The Child in the

Garden: An Evaluative Review of the Benefits of School Gardening, found that

students participating in gardening will improve in scientific learning and

classroom behavior due to experiential education. Experiential education consists

of “… direct contact with natural phenomena… [based on] inquiry-based learning

grounded in concrete experience” (Blair, 2009). These experiences range from

children learning how to remove weeds from a sturdy plot of soil to pulling up

worms and analyzing animal movements. The data used in this research paper

often consisted of third to sixth graders which roughly covers the age group in

which I am exposed to. This study also brought up the unspoken idea that:

“Teachers are the mainstay of school gardening” (Blair, 2009). The attitude which

teachers put forth will reflect in the children’s learning and behavior improvement.

Teachers may not be horticulturists, but without guided conversations and strong

enthusiasm, a garden may not be a productive environment for children’s

development. Through these different resources, it is clear that teachers, after

school instructors, parents, and observations of children’s interactions will be

integral to furthering understanding of the discourse community at hand.

In addition to the research sources provided, I will be defining what “healthy

eating” and “school gardening” mean when I reference them. For this specific
WHY SCHOOL GARDENS? 8

study, “healthy eating” is the ability of a person to consciously incorporate

vegetables, fruits, and fresh food into their lifestyle along with reducing the

amount of processed, frozen, or fast food. When looking at children and “healthy

eating” a child should be able to enjoy balanced meals that include vegetables

and/or fruits without objection. “School gardening”, in this study, means that there

are garden plots placed on school property which children can assist in maintaining

and interact with. The children should be able to see growth in the garden and be

allowed to walk through the garden. These terms will continue to be used

throughout this research paper.

Methodology

Positionality

Data presented in this research paper will be conducted solely by myself. I

am a new member to this discourse community; at the end of my data collection I

will have only spent 7 weeks involved at the elementary school. My goal is to

further understand the intentions of this discourse community in comparison to

primary research and secondary articles which claim the intention of national farm

to table school gardens. It is important to note that I am an eighteen-year-old

female Latina. I am specifically of Mexican descent, although I was raised in a

primarily Caucasian community. I do not speak Spanish although I am one

hundred percent Mexican, and this often leads to others seeing me as more
WHY SCHOOL GARDENS? 9

American than Mexican. I acquired the internship through Yolo Farm to Fork and

it has provided me an opportunity to interact with children in the garden. I tend to

interact weekly with program coordinators. They direct my interactions with the

students since they are in charge of the garden programming, which includes

choosing plants and creating activities.

Participants

I will be collecting data from Beamer Park Elementary School in Woodland,

California. This school is a dual language immersion school; fifty percent of their

day is spent learning in Spanish the other half is spent learning in English. The

school and ASES is primarily composed of Latino/Latina students. The students

that I encounter are in second grade to fourth grade and are participants in an

afterschool program called ASES. The ASES program serves around 100 Beamer

Elementary school students after school every day. Children who participate in

school gardening tend to be between grades two to four. Every child who

participates has a free choice to attend and may leave when they want. Often, the

same children attend gardening programs routinely twice a week. The days of the

week vary due to scheduling with other activities hosted by ASES for the children.

The program coordinator is a large catalyst for the garden being rebooted for

children to learn and engage in. I will be interviewing her to learn more about her

intentions for the garden. Yolo Farm to Fork, a nonprofit organization, also works
WHY SCHOOL GARDENS? 10

with ASES to keep the garden growing. The program coordinator for the nonprofit

organization Yolo Farm to Fork will additionally be an interviewee. I would like to

understand her view on the Growing lunch afterschool program and specifically

the program at Beamer Elementary.

Data Collection

I interacted with the children twice a week and observed their attitudes in the

garden. I observed their behavior towards each other and attitude while inside the

garden to examine if the children benefit by spending time there. I will not

specifically record any child or participate in interviews with children. I have

conducted one thirty-minute interview with the after-school program coordinator

which was recorded through the Voice Memos app on my iPhone. I then

transcribed this interview into a Word document and summarized or directly pulled

quotes from the interview to provide data. The interview for the Yolo Farm to Fork

program coordinator was conducted through email. Her results will be directly

pulled from the written answers provided. The questions I will ask to each program

coordinator is as follows:

 What purpose do you believe the garden serves in the after-school

program?

 What role do you believe the school garden has in students’ lives?
WHY SCHOOL GARDENS? 11

 Do you believe that the school garden benefits children

developmental and cognitively? Is so, explain how.

 Do you have firsthand experiences children benefitting from their

school garden?

 How do you think school gardening will help children later in life?

 What do you know about the national intentions for school gardens?

 How did you become involved with school gardens?

 Has the garden discourse community shaped you?

 What are the most prominent characteristics, in your opinion, of the

school garden discourse community?

Findings:

This section of my paper will detail observations conducted during

gardening time with the students, and interviews with both program coordinators.

Quotes from the interviews will be included alongside contrasting or supporting

ideas from outside research and sources.

Observations

When working in the garden, there will usually be up to fifteen children in

the garden attempting to participate in the gardening process. The children

typically range from second to fourth grade which places their age at seven to ten

years old. The relationship between the students and I is that of a teacher. The
WHY SCHOOL GARDENS? 12

students who visit the garden often call me “Maestra”, which is Spanish for

teacher, when addressing me. This is important to observations in the garden as it

creates a unique bond between the children and me when discussing personal

opinion and personal knowledge of activities we may be doing. The children tend

to ask more questions regarding assistance, how to, deciphering what something is,

and how the garden helps. Personal information about prior experience and

lifestyle is less easy to hear from them because it is an educational setting.

However, through observations I was able to judge the comfort levels and prior

experience students had in the school garden.

Based purely off observation and interactions with the children, it appears

that a majority of the children involved with the school garden have been a part of

the program before or they have experience gardening with their family. When I

first began to work at the garden, children who visited the garden talked about how

their plants had grown very big or they remembered the last garden intern who

worked with them. When I taught children how to weed many of them described

times when they had done the same thing with parents and boasted of their skills.

Children who knew how to weed or plant were very eager to tell me stories of their

experiences. I would then ask the same children to assist their peers by teaching

fellow students how to do these tasks or physically assist them. In my first week of

gardening I had an interaction with a fourth grader who demonstrated his ability to
WHY SCHOOL GARDENS? 13

garden by actively participate in weeding. Vicente, the fourth grader, came into the

garden and as soon as he had been assigned to weeding he began to tackle the

largest weeds in the garden. We had an entire planter haphazardly intermingled

with a tall pea plant and weeds; Vicente decided he would take on this project with

his partner. I remember asking him how he knew so much about weeds. He told me

that at home his father was a gardener and he had learned from him. I later asked

him to advise other students on which plants to pull out and the best techniques to

do so. Vicente was quick to accomplish this task by helping others pull out large

weeds or pointing out big weeds that they could pull out together. Through the

eyes of an instructor, I felt that he carried his head high when he would come show

me a big weed he had pulled out with the help of the other kids.

In conjunction with this story is the observation of pride which often

occurred when the students pulled out weeds. Early on in my internship we needed

to put labor into weeding every time the students came out to the garden. It was

very common for the second-grade students to pull out weeds then call out

something along the lines of: “Maestra! Look at what I pulled out!” Many times,

they persisted in calling out to me until I would look at them, acknowledge them,

praise them, and direct them to the compost bin. The younger students took great

pride in showing me the biggest weeds they could pull out without help from an

adult. This interaction between the students and I helped foster many of the
WHY SCHOOL GARDENS? 14

friendly bonds I created with the students at Beamer Park Elementary. All of the

previous observations reflect the research of Kaivola, Laaksoharju, and Rappe who

saw increased work ethics and confidence in the students who participated in

school gardens. These children would continue to work in the garden even when it

was hot and sunny reflecting a strong work ethic. Their confidence was shown

when they were able to assist others in garden activities and teach others how to

work.

As the school year began to wind down and the temperature increased, there

were less opportunities to work with groups of students in the school garden. The

students who did decide to work in the garden were now participating alone or in

small numbers out of their own choice during their free play. One particularly

interesting interaction I had was with a second-grader named Raj. Raj had visited

the garden often in the weeks I had been there for the internship. On this particular

visit, he was the only student to work in the garden with me. As we were pulling

out weeds from around the planter, he told me that he was “happy” to be out in the

garden. I asked him why and he told me that it makes him feel good and he likes to

help out. Raj then explained to me that he used to want to be a scientist when he

grew up, but now he wants to be a gardener. Raj described his future garden as a

huge garden that would hold many types of plants. This interaction relayed to me

that the school garden may be more impactful on students then surface level
WHY SCHOOL GARDENS? 15

appearances. Raj did not always act invested in the school garden but when

expressing his thoughts, he conveyed a much deeper level of meaning then I would

have thought upon meeting him.

A Program Coordinator Perspective

During my internship, I was mostly under the direction of the afterschool

program coordinator Rosio. Rosio began working as the program coordinator in

2014. Before she became the program coordinator she gained much of her

experience in the school garden through hands on interactions alongside Mrs. Carr,

the school garden’s original caretaker and teacher who led outside learning. She

showed Rosio the different parts of the gardens such as the compost, the irrigation

system, and the plots of the garden. Unfortunately, Mrs. Carr passed away when

Rosio became program coordinator. The garden had to be shifted from its original

position and this is what led Rosio to take charge of the garden. Rosio picked up

the skills of learning to plant and read seed packets through parents who often

engaged in garden and parents who were involved in the garden beautification

days. This left the school garden in the hands of the afterschool program. Tanya, a

past active garden parent, led Rosio in learning the skills necessary to keep a

garden maintained during the season. Tanya demonstrated to Rosio what plants are

best in which seasons and how she kept her garden growing. Rosio does not

believe there are many unusual or specific terms that comprise her school garden
WHY SCHOOL GARDENS? 16

discourse community. Instead, it is an attitude presented by members of the school

garden discourse community that build up their identity kit. Rosio sees it as the

students feel what the instructor is projecting. When the garden is a priority for

Rosio, the students are motivated to be a part of the school garden. This is exactly

what author Blair would attest to because she observed that teachers were the

“mainstay” of the garden. When the garden is not on the top of Rosio’s list, such as

during the time of my internship, the students are not as motivated to make the trip

out to the school garden. The attitude one presents to the students can completely

alter how the students will want to interact with the school garden. This further

reflects Blair’s observation of a teacher’s projection affecting the attitude of their

students.

The four years of experiences with students in the school garden has shown

Rosio what purpose the school garden serves for them. To Rosio the school garden

“…serves as a sense of community for students…” where students from different

grade levels are allowed to interact without strict delegation from teachers. The

school garden is “just for students to be outdoors and to really get hands on.” Rosio

says that what she experiences differs from Yolo Farm to Fork because Yolo Farm

to Fork believes in “…giving the produce to the kitchen and the students would

relate to what they grow.” Instead, Rosio has more often seen students
WHY SCHOOL GARDENS? 17

“…making connections between home and the garden… It wasn’t really

taking it home to eat healthier but to make those connections… Everything

leads to taking it back home.”

In this way Rosio has seen the intentions of the school garden alter because of how

students perceive the garden. Rosio does not have any knowledge of what the

nation or California may perceive school gardening as. She does not know of any

goals that school gardening communities have set, but instead follows the

requirements of the grants for Yolo Farm to Fork. She only knows the

requirements for the grants because it provides her the money to upkeep the

garden. Rosio follows the direction of the students and engages with them by

preparing recipes that students can make together. Rosio saw that many students

did not make the connection between the school kitchen preparing the produce thus

she decided to begin cooking with groups of students who helped in the garden.

The recipes are made under Rosio’s supervision in the school kitchen with the

produce from the school garden. Rosio has heard from parents that students will

then take these recipes home and will become engaged in cooking to show what

skills they have learned. Although Rosio differs from Yolo Farm to Fork in the

way she utilizes the produce, she has still witnessed the cognitive benefits students

may experience in the garden.

WHY SCHOOL GARDENS? 18

It has been studied that students who have trouble in indoor classrooms may

do better outdoors with less restraints. Rosio has experienced this when

“Last year there was a student who just could not focus in the classroom.

Constantly getting in trouble. He had mentioned to me ‘Oh I really like

working out in the ranch’ his family lives at a ranch. It was in the fall season

where we used to do a lot of fall pickup.”

The student went on to explain to Rosio that his grandfather had taught him about

the leaves and he explained to Rosio why the leaves fall and why the leaves

decompose. When Rosio realized that he was very confident in this activity she

asked him to help organize other students to clear the leaves. This allowed him to

delegate tasks and made it more enjoyable for the students to participate when they

saw their friend was excited about the activity. This reflects the study of Gupta and

Langellotto who also saw positive attitude and behavioral changes in students. In

Rosio’s case, the student was able to have a better behavior when outside then

when he was stuck indoors. However, Rosio does not see the social skill growth

that Gupta and Langellotto describe. Rosio expressed that children are still learning

the different social skills required for the school garden. Many of the students are

possessive of the produce or flowers in the garden which she tries to stray them
WHY SCHOOL GARDENS? 19

away from. She often has to remind students that it is a community space. For

example, “It’s your flower that you planted but it’s all of ours garden.” Rosio must

overcome the possessive habits to foster social skills for her students.

A Yolo Farm to Fork Perspective

The interview conducted with Katrina from Yolo Farm to Fork was

conducted over email. Katrina’s position in Yolo Farm to Fork is Program

Coordinator. Katrina is in charge of installing Yolo Farm to Fork programs at

different elementary schools, hiring and training interns, and ensuring that a school

garden has all the materials necessary to produce. Since Katrina is a Yolo Farm to

Fork employee, it can be assumed that more of her answers will try to best reflect

the Yolo Farm to Fork goal and/or policy. Katrina has been with Yolo Farm to

Fork for a few years. She first joined Yolo Farm to Fork as a volunteer. Her

background includes “…project management and working with children.” Katrina

has her own garden outside of Yolo Farm to Fork and is “… very passionate about

healthy eating.” Katrina’s passion for gardening most likely stems from her

father’s garden where her father grew most of the family’s food. However, a

school garden discourse community has not always been present in her life. Now

that Katrina has the ability to interact with the school garden discourse community

she feels that it

WHY SCHOOL GARDENS? 20

“… has definitely helped advance my understanding of food insecurity in

the food population. In addition to this, it has helped my understanding of

how the education system and local community can make a difference in

what food our children are exposed to.”

The sense of community and relating it back to the people we often interact with

seems like a shared perspective between Katrina and Rosio. Gupta and

Langellotto’s study included increased friendships and affection between student

participants of the garden. In this case, both can attest to seeing new friendships

form and closer bonds between the students. Katrina also believes that the attitude

one displays in the school garden discourse community are important

“I would say support, passion, and determination are the most prominent

characteristics of the school garden community.”

A school garden, to Katrina, means a supportive, “safe”, social space to increase

student awareness of the food they consume. Like Rosio, Katrina believes a garden

is a “… space for children to learn in that is outside, it also teaches the kids how to

grow their own food and where food comes from…” but Katrina has a curriculum

based belief on how children may be benefitted cognitively and developmentally.

WHY SCHOOL GARDENS? 21

“They get to use the space to do produce art, science and math, while being

in a team-oriented environment…They get to interact with their environment

in a completely different approach; they are outside, using all of their

sensories to learn and reinforce what he/she is learning inside the

classroom… School gardens is a great way to expose children early on to

fresh foods, while reinforcing curriculum standards.”

Her curriculum based belief may stem from Yolo Farm to Fork since Katrina does

not know about our nation’s goals for student gardens. Although, Yolo Farm to

Fork may derive it from the California Department of Education who originally

provided goals for integration. Interestingly, Katrina does know that school

gardens receive more support locally than they may receive nationally.

Conclusion

From the data I have collected, I believe that the school garden discourse

community is a loosely connected community with many sub-communities. I have

become aware of this by asking questions based on perspective to a direct program

coordinator from the elementary school and a program coordinator for many

elementary schools. I have learned that the organization which funds elementary

school gardens believes in a curriculum based experience for students, but on the
WHY SCHOOL GARDENS? 22

ground level this is not always possible. However, both seem to believe in

supportive, encouraging social environments which help to encourage cognitive

and developmental benefits that research has provided. Both program coordinator

interviews show support in school gardens fostering new friendships and social

skills like the research above. These two pieces of data are important in forming

the attitude of which this discourse community may hold.

A larger question for this discourse community should include

communication techniques used by those involved with school gardens in the

United States. From my data, I can see that not everyone teaches the same way in

the school garden and I wonder if this is because school garden discourse

community members have little communication with each other. I would also want

to further investigate how school gardens vary such as by school, region, or the

organization which helps to maintain them. As seen in my data, the attitude of both

program coordinators in school gardens is similar but the teaching material they

prioritize is different. It would be interesting to delve further into how teaching

material for a school garden is chosen. The main questions that I wish to be

answered include: How can the school garden discourse community better

communicate their goals? Why do members of the school garden discourse

community differ in their priorities and/or goals for school gardens?

WHY SCHOOL GARDENS? 23

From what I have gathered, I have learned that the attitude I put forth when

working with students and leading activities will have a large impact on how the

students absorb the information. I need to convey a supportive attitude for

exploration and learning, passion for the school garden, and help the students at

Beamer Elementary create ties between the food grown in the garden and the food

at home. I have also seen from both program coordinators that these school

gardens exist to provide a wider range of food and understanding for young

students. School gardens provide an opportunity for cultural expansion while at the

same time showing how a student can influence the way food is cooked at home. I

am interested in working with more school gardens to learn how they impact

different regions of students.

 WHY SCHOOL GARDENS? 24

References

Agee, J., Bruton, S., Tanner, P. (2002). A Child’s Garden of Standards. California

Department of Education.

Blair, D. (2009). The Child in the Garden: An Evaluative Review of the Benefits of

School Gardening (2nd ed., Vol. 40). The Journal of Environmental

Education.

Cutter-Mackenzie, A. (2009). Multicultural School Gardens: Creating Engaging

Garden Spaces in Learning about Language, Culture, and Environment. (1st

ed., Vol. 14). Canadian Journal of Environmental Education.

Duhn, I., Green Monica. (2015). The Force of Gardening: Investigating Children’s

Learning in a Food Garden (1st ed., Vol. 31). Australian Journal of

Environmental Education.

Gupta, A., Langellotto, G. (2012). Gardening Increases Vegetable Consumption in

School-aged Children: A Meta-analytical Synthesis. (4th ed., Vol. 22). Hort

Technology.

Rappe, E., & Kaivola, T., Laaksoharju, T. (2012). Garden affordances for social

learning, play, and for building nature–child relationship (2nd ed., Vol. 11).

Helsinki: Elsevier.

Unknown. (2018). Why Edible Gardens. Retrieved from

http://yolofarmtofork.org/why-edible-gardens/