Preschool Educators’ Opinions and Practices on School Gardening

IF 1.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Urban Education Pub Date : 2022-09-15 DOI:10.1177/00420859221125710

Umay Hazar Deniz, Nilgun Cevher Kalburan

引用次数: 1

Abstract

This qualitative study examines definitions of school gardening used by preschool educators and examines their views on the value of school gardening in their curriculum. The participants consisted of school principals and teachers working in two different types of preschools as traditional and nature-based. Data were obtained through semi-structured interviews and content analysis technique was used. Findings showed that the educators routinely implemented school gardening, both outdoors and in greenhouse. School gardening was integrated with other curriculum activities. Its positive effects on children's development were expressed with emphasizing the need for additional space, time, financial support, and collaboration with experts.

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学前教育工作者对学校园艺的看法与实践

本定性研究考察了学前教育工作者对学校园艺的定义，并考察了他们对学校园艺在其课程中的价值的看法。参与者包括在传统幼儿园和自然幼儿园两种不同类型的幼儿园工作的校长和教师。数据通过半结构化访谈和内容分析技术获得。研究结果表明，教育工作者经常在户外和温室里实施学校园艺。学校园艺与其他课程活动相结合。会议强调需要更多的空间、时间、财政支持以及与专家的合作，以此来表达其对儿童发展的积极影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Urban Education Multiple-

CiteScore

6.30

自引率

17.40%

发文量

期刊介绍： Get hard-hitting, focused analyses of critical concerns facing inner-city schools in Urban Education. For almost 40 years, Urban Education has provided thought-provoking commentary on key issues from gender-balanced and racially diverse perspectives. Subjects include: •Mental health needs of urban students •Student motivation and teacher practice •School-to-work programs and community economic development •Restructuring in large urban schools •Health and social services