Personal, Moral and Social Development
Viewing 31 Articles
1. Master gardener classroom garden project: An evaluation of the benefits to children.
by Alexander J., M. North & D. Hendren, Children's Environments 12 (2), 256-263. -1995 Peer reviewed journal article |
Abstract:
This study evaluates the benefits of participation in a Master Gardener Classroom Garden Project, which offered experiential learning about horticulture, gardening, and social relationships. Qualitative interviews of 52 second and third grade students indicated that participation had many positive effects, particularly in the area of moral development, pleasure and interactions with parents and peers.
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2. Themes of discovery.
by Bergstrom Joam M. and Lisa A. O’Brien, Educational Leadership, , 58: 10-14. -April-2001 |
Abstract:
This reports on after-school programs that are organized around a theme, nature, gardening and cooking being a few examples. Students become active participants and independent learners when real-life activities are organized around a theme.
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3. "A dietary, social and economic evaluation of the Philadelphia urban gardening project
by Blair Dorothy et al., Journal of Nutrition Education 23(4), 161-167. -1991 Peer reviewed journal article |
Abstract:
Study evaluates nutritional, social and economic contributions of Philadelphia Urban Gardening Project. Gardeners consumed significantly more of six vegetable categories than non-gardeners. 62% of gardeners preserved foods from their gardens. Gardening was found to be positively associated with community involvement and positive life satisfaction.
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4. Group cohesiveness is enhanced as children engage in plant stimulated discovery activities.
by Bunn D.E. , Journal of Therapeutic Horticulture, 1: 37-43. -1986 |
Abstract:
Children who participated in horticultural activities demonstrated more group cohesiveness and more knowledge of plant anatomy than those who did not participate in the activities.
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| Source: http://www.ahta.org/research/journal.html |
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6. How schoolyards influence behavior.
by Chesky E., Greening School Grounds: Creating Habitats for Learning. -2001 |
| Source:Eds. T. Grant & G. Littlejohn. New Society Publishers |
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7. The Green Brigade: The effects of a community-based program on attitudes and behaviors of juvenile offenders.
by Dawson Carol, Texas A & M University Department of Horticultural Sciences—Abstract -1998 |
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8. At that age, you just accept what you have You never question things: Student Participation in School Ground Greening
by Dyment Janet E., Children, Youth and Environments 14 (1), 150-160. -2004 |
Abstract:
Research has demonstrated that through participation in projects such as school ground greening initiatives, youth can learn skills related to democracy, participation & citizenship. The study includes recommendations on how school board administrators can engage youth in problem identification and solution.
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9. Childhood's garden: Memory and meaning of gardens.
by Francis M., Children's Environments, 12 (2) 183-191 -1995 |
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10. Putting teens at the center: Maximizing public utility of urban space through youth involvement in planning and employment.
by Lawson L. and M. McNally, Children's Environments, 12 (2) 209-221 -1995 |
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11. A profile of juvenile offenders in a vocational horticulture curriculum.
by McGuinn C. and P.D. Relf, HortTechnology, Accepted for publication -June-2005 |
Abstract:
This is a study of ex- juvenile offenders’ responses to a vocational horticulture curriculum. Youth in this study increased their social bonds in all six categories addressed by the pre- and posttests, and were motivated to think more practically about their careers.
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| Source: http://www.ashs.org/horttech |
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12. Community counts.
by McLaughlin Milbrey W. , Educational Leadership, 58, 14 -18. |
Abstract:
The results of 12 years of research in 34 different communities provide compelling support for how community-based organizations—including school-community garden partnerships—contribute to young people’s learning and development.
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13. International Directive for Child's Right to Play.
by Moore Robin |
Abstract:
Variety of articles and references. Moore is an international authority on the design of children's play and learning environments, user needs research, and participatory public open space.
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| Source: http://www.design.ncsudesign.org |
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14. From barnyards to backyards: An exploration through adult memories and children's narratives in search of the ideal playscape.
by Raymund J.F., Children's Environments, 12 (3), 362-380 -1995 |
| Source: http://web.gc.cuny.edu/che/cerg/about_cerg |
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15.
by Reed Edward, The Necessity of Experience. -1996 |
| Source:New Haven, CT/London: Yale U Press |
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17. Growing Minds: The effects of a one-year school garden program on six constructs of life skills of elementary school children.
by Robinson Carolyn W. and Jayne M. Zajicek, HortTechnology, 15 (3) 453-457 -2005 |
Abstract:
This study assessed changes in the life skill development of elementary school students participating in a 1-year school garden program. The control group showed significantly higher pre-test scores on six life skill indices than the experimental group. At the end of the year, the control group’s scores had not changed, but the experimental group’s scores had increased significantly. “Working with groups” and “self understanding” showed the highest increase.
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| Source: http://horttech.ashspublications.org/ |
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18. The landscapes of childhood: The reflection of childhood's environment in adult memories and in children's attitudes.
by Sebba R.C., Environment and Behavior, 23 (4), 395-422 -1991 |
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19. How Schoolyards Influence Behavior.
by Smith E., In: T. Grant & G. Littlejohn, eds. Greening School Grounds: Creating Habitats for Learning -2001 Chapter in book for general audience interested in instructional school gardens |
Abstract:
Traditional schoolyard design is thought to promote aggressive behavior and exacerbate discipline problems. Exposure to nature and incorporation of environmental features appear to contribute to allieviation of stress and promotion of physical and mental well-being.
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| Source: http://www.newsociety.com |
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21. A Potential Natural Treatment for Attention-Deficit/Hyperactivity Disorder: Evidence from a National Study.
by Taylor Andrea Faber and Frances E. Kuo, American Journal of Public Health, 94 (9) -September-2004 |
| Source: http://www.ajph.org |
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22. Community gardens: lessons learned from California healthy cities and communities
by Twiss J. et al., Am Journal of Public Health 93:1433-1438 -2003 Report on a government program |
Abstract:
This report discusses some of the results and lessons learned from the California Healthy Cities program, which established community gardens to improve community nutrition and physical activity, and to promote food security.
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| Source: http://www.ajph.org |
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23. Community gardens: lessons learned from California healthy cities and communities.
by Twiss J. et al. , American Journal of Public Health, 93:1433-1438 -2003 |
| Source: http://www.ajph.org |
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24. The effect of school gardens on children's interpersonal relationships and attitudes toward school
by Waliczek T.M. et al, HortTechnology 11(3): 466-468 -2001 Peer reviewed journal article; controlled study |
Abstract:
The objectives of this research study were to evaluate whether children participating in garden activities benefited by an improved interpersonal relationships and attitudes towards schools. No significant differences were found between pre- and posttests and the control and experimental group. However, when broken down into demographic comparisons, female participants had significantly more positive attitudes toward school compared to males."
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25. School Gardening: Improving environmental attitudes of children through hands-on learning
by Waliczek T.M. and T.M.Zajicek, Journal Environmental Horticulture 17 (4): 180-184 -1999 Peer reviewed journal article |
Abstract:
Elementary school and junior high school students gained significantly more positive attitudes about environmental issues after participating in a Project GREEN, a school garden program that was integrated into the curriculum of schools in Texas and Kansas.
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27. The effect of school gardens of interpersonal relationships, attitude toward school, and environmental attitude in populations of children.
by Waliczek T.M.-1997 |
Abstract:
This study found that implemented school garden curriculum improved interpersonal skills and environmental attitudes.
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| Source: http://www.hort.vt.edu/HORT6004/network/schoolgardens.html |
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29. Interaction with nature during the middle years: It’s importance in children’s development and nature’s future.
by White Randy |
Abstract:
This is an article focusing on children’s interaction with nature, not exclusively during the middle years. Numerous references.
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| Source: http://www.whitehutchinson.com/children/articles/nature.shtml |
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30. Horticultural activities and demographic factors influence children's self-esteem.
by Williams P.N. & R.H. Mattson, Journal of Therapeutic Horticulture, 3: 39-54 -1988 |
Abstract:
Children who participated in a summer community garden program displayed an increase in horticultural knowledge.
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31. The Effects of School Gardens on Students and Schools: Conceptualization and Considerations for Maximizing Healthy Development
by Ozer, PhD Emily J., Health Education & Behavior, Vol. 34, No. 6, 846-863 -2007 |
Abstract:
There are thousands of school gardens in the United States, and there is anecdotal evidence that school garden programs can enhance students' learning in academic, social, and health-related domains.
There has been little rigorous research, however, on the effects of school gardens or on the factors that promote the sustainability of these programs. This review draws on ecological theory to conceptualize school gardens as systemic interventions with the potential for promoting the health and well-being of individual students in multiple interdependent domains and for strengthening the school environment as a setting for positive youth development. This review (a) summarizes the small literature regarding the impact of school garden curricula on student or school functioning, (b) provides a conceptual framework to guide future inquiry, (c) discusses implications of this conceptualization for practice, and (d) suggests further research needed to better inform practice.
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| Source: http://heb.sagepub.com/cgi/content/abstract/34/6/846 |
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