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Essay On Gardening – 10 Lines, Short And Long Essay For Children

Key Points To Remember: Essay On Gardening For Lower Primary Classes

10 lines on gardening for kids, a paragraph on gardening for children, short essay on gardening in english for kids, long essay on gardening for children.

Gardening is one of the activities that can help us stay connected to nature, given our hectic and urban lifestyle. We have great joy when we do gardening because we can see the shrubs and flowers develop from their tender stage until they fully shoot and flourish into their green life. This truly makes us aware of how short life on earth is for all living things. Gardening keeps our daily lives fresh; watering, caring for plants and cleaning the plants make us feel calm and refreshed.

Essays can be a great tool to help your kids understand and appreciate gardening. We have this article to help your child with writing. This article contains an essay on gardening for classes 1, 2 and 3.

There are specific points to keep in mind when writing any essay. Given here are a few pointers to guide you with how to write an essay on gardening:

• Essays generally follow a format that includes an introduction, a body, and a conclusion.
• For kids, these essays can be written in the form of a single paragraph or point.
• A good introduction and a strong conclusion are essential for a good essay.
• Include the benefits of gardening.
• Touch upon the healthy changes that gardening offers.

Lower primary kids feel easy in writing points for a particular topic. Here is a 10-line gardening essay for classes 1 and 2:

• Growing, developing, planting, and caring for new plants are all a part of gardening.
• Plants are a fundamental component of nature.
• A lovely garden can transform a home’s overall look.
• Without gardening, the garden would have uncontrollable growth and dense bushes, making it appear unkempt and untamed.
• Maintaining a garden requires a lot of hard work, but it must be done frequently.
• Gardening is much more than mere watering.
• Where necessary, it also entails nipping, pruning, and cutting shrubs and dense foliage.
• The beauty of the garden itself is a sign of successful gardening.
• Having a committed and knowledgeable gardener is the first step toward having a garden.
• Gardening gives you an opportunity to grow your own fruits and vegetables to ensure that the food on your table is healthy.

Now let us look at a paragraph on the topic of gardening. Lower primary children can use this paragraph on gardening to write essays:

Another excellent life lesson passed down through the centuries is gardening. Gardening is a great practical activity. Maintaining a beautiful kitchen garden ensures that you have wholesome, organic food on the table. Planning the garden’s layout and being knowledgeable about the many plants that flourish in diverse environments are prerequisites for gardening. Achieving all of them naturally elevates our mood and brings about mental happiness. Gardens offer a calm, refreshing and stress-free environment. No matter what your age is, gardening is an activity that you must practise. It is also known for enhancing our mental abilities as we engage with nature.

Gardening is a beautiful activity that soothes the mind and soul. This is an essay for classes 1, 2 and 3 on gardening:

The existence of plants is vital for all living beings, especially humans, to survive. Without plants, none of our essential bodily processes, including breathing, eating, and drinking, would be possible. In addition to serving as food sources, plants produce oxygen and support the water table. While many plants thrive in the wild, some plants, bushes, and shrubs are also cultivated and grown by humans in their homes or yards. It is referred to as gardening. While gardening may seem like a hobby to some, it is beneficial and significant to us. It entails physical labour on the part of the gardener to perform tasks like weeding, watering plants, mulching, trellising, and harvesting.

Additionally, gardening is a beneficial pastime. This activity enables you to cultivate your own fruits and vegetables, guaranteeing that the food on your table is wholesome. The human desire for beauty is satisfied by gardening. Working in the garden also improves problem-solving abilities. Researching the most effective gardening techniques, testing various approaches, and creating irrigation systems that work for you all help develop your creative and problem-solving skills.

Kids need to write detailed essays as they reach higher grades. This section covers an essay for class 3 children on gardening:

Gardening is a passion for many, and people treat plants and trees in their garden as their kids. People regularly water crops, spot gardens, root grasses, prepare beds, scatter seeds, and plant trees. They maintain the garden’s cleanliness by working both in the morning and at night. In the garden, taking care of pest crops is crucial. Insects might pose a threat to the crops, and they lay eggs on the fruits, flowers, and produce. Insecticides can be sprinkled on top to kill these eggs. Lime is periodically incorporated into the soil to kill bacteria and pathogens. Consequently, the soil’s fertility rises.

Advantages Of Gardening

• Benefits To Your Health:  Gardening is a strenuous hobby. There are numerous health benefits of gardening. Further research has revealed that gardening also lowers blood pressure, stress, and depression, as well as cholesterol levels. Studies have even shown that simply gazing at a garden can positively impact one’s heart rate, blood pressure, muscles, and even brain function. It induces emotions of serenity and tranquilly and is generally quite therapeutic.
• Environmental Advantages:  It is undeniable that humans have had a significant impact on the environment. By gardening, we can lessen and offset this effect. Plants produce fresher and cleaner air by releasing oxygen after absorbing carbon dioxide. Since plants’ root systems keep the soil in place, they help stop soil erosion. You can use rain gardens to collect rainwater and keep pollutants out of lakes and waterways. A well-planned landscape around your home can help keep your place cooler in the summer and warmer in the winter, lowering your need for air conditioning by as much as 20%.
• Increase In Property Value:  From a purely aesthetic standpoint, a well-kept garden raises your home’s curb appeal, increasing the property value. Additionally, it may prompt buyers to submit offers for the property sooner than they would for a typical house.
• Organic Vegetable Growth:  There are two benefits of growing vegetables in your yard. One advantage is that you are confident of the pesticides and chemicals you use to help the vegetables grow, so you don’t have to worry about them. Second, making the simplest of provisions for yourself and your family gives you tremendous satisfaction.

You will learn more about gardening skills as you go ahead with gardening. As you gain more knowledge, you’ll be able to think of new options for your garden. You can benefit emotionally and physically from gardening, enabling you to put food on your table and contribute to environmental health. Although gardening takes a while to produce effects, those results are more profound and stay much longer.

1. Can Gardening Be A Hobby?

Yes. Growing plants can be a hobby, and it is a fun hobby to engage in, and can be used as a constructive pastime. People do gardening in their free time.

We hope this article helps your children write about gardening and encourages them to include gardening activities in their daily life.

Essay On Nature in English for Children My Garden Essay for Lower Primary Class Kids How to Write An Essay On Plants for Children

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• KEEPING IT GREEN

How gardening can teach kids life skills

Plus, ideas to get them digging the garden.

A few years ago, I stunned a young student in one of my gardening classes after telling him that he couldn’t actually grow pickles—only cucumbers. From that moment he craved to learn more.

Whether your garden is on a city windowsill or in a big backyard, getting kids involved in tending plants can be a powerful teaching tool for subjects like science, math, and reading. But the art of growing stuff can also promote important life skills in children. Here’s how your garden can grow responsibility, kindness, and other values in your kids.

Why your kid needs it: Being patient is something many children struggle with, but it can be an important factor in future school success. It also helps a kid stay calm in stressful situations, which promotes good mental health. “To most children, everything is in the moment,” says psychiatrist David Scott May of Mill Valley, California. “Life is a blend of immediate and delayed gratification, so children benefit from learning about both.”

How a garden helps : Good stuff comes at the end of a growing season—like yummy fruit or pretty flowers—but kids have to wait for it. For instance, a carrot seed can take between 70 and 80 days to mature.

How to grow it: Ease them into their new patient attitude with quick-to-sprout options like sunflowers and nasturtiums that germinate in about seven to 10 days; arugula can be ready to eat in five to seven days. For longer-growth plants, kids can create a garden journal to document the progress of their seedling with words, drawings, or photos.

Mindfulness

Why your kid needs it: Research shows that practicing mindfulness is a great stress reliever, even for children. “When kids realize that what’s happening ‘in the moment’ is personally affecting them, they become more self-aware,” says child therapist Jennifer Couture of Kentfield, California. “That helps strengthen qualities like empathy, kindness, appreciation, and generosity.”

How a garden helps: Working in a garden engages children with multiple sounds, smells, and sights. Activities that encourage kids to focus on all these at once can bring calm to their young minds. When kids are aware of what they’re thinking and noticing, “they realize they have the power to control their big feelings and thoughts,” Couture says.

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How to grow it: Encourage kids to zone out while they’re doing a rote task such as watering or digging. (Bonus if you can get them to do it without headphones!) Engaging with multiple sensory experiences—the feel and smell of dirt, the sound and sight of water—helps them to focus on the moment, bringing them a sense of calm.

Why your kid needs it: Studies suggest that children who are considered helpful go on to make better grades and achieve career success. And of course, kindness can help kids develop empathy—both toward others and themselves. “Being kind helps children develop positive relationships,” says psychologist Christine Curtin of Mill Valley, California. “It can also help them manage feelings of anxiety and depression.”

How a garden helps: When kids realize that a garden is full of living things that need their help to survive, they can develop a sense of caring and thoughtfulness.

How to grow it: Think about kind options to maintain a healthy garden, such as having kids plant garden helpers like thyme and tansy, which both have strong oils that deter pesky bugs like aphids and whiteflies. You can also help them release beneficial ladybugs to devour aphids on plants like roses.

Responsibility

Why your kid needs it: Children who see themselves as more responsible often feel empowered and confident. And learning to take responsibility for their choices teaches kids how to choose between right and wrong. “Teaching responsibility helps kids develop critical-thinking skills,” says child and adolescent psychiatrist Tracy Asamoah of Austin, Texas. “Plus, they learn how to contribute to the greater good.”

How a garden helps: Maintaining any kind of garden—even a small window box—needs constant, long-term commitment and follow-through to make sure the plants thrive.

How to grow it: Put kids in charge of a single container or a small part of a bigger garden for which they’re totally responsible. Try theming the child’s area of the garden: for instance, one with herbs and vegetables you’ll use to make pizza.

Self-esteem

Why your kid needs it: Kids with positive self-esteem are more likely to try new things and overcome mistakes. “They’re more likely to reach for their goals despite setbacks,” says psychotherapist Laurie Javier of San Rafael, California. “They’re also more respectful of themselves and others.”

How a garden helps: Gardening brings children a sense of accomplishment after they’ve watched their plants go from seedling to food or flowers. And observing how one plant flourishes while another one doesn’t helps children learn from harmless mistakes.

How to grow it: To provide a boost of confidence, choose activities that provide a quick result of their hard work, such as weeding or pruning flowers. Another idea is to have them plant and care for a small tree, like a dwarf lemon, that will remind them of their achievement for a long time.

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MSU Extension

Gardening with young children helps their development.

Kittie Butcher, Michigan State University Extension , and Janet Pletcher, Lansing Community College - April 24, 2017

Gardening with children provides them with skills to help your child’s development. You and your children will enjoy every stage of the process.

May is the perfect time of year in Michigan to start a gardening project with your children. Gardening with children provides the perfect combination of skills and tasks to address your child’s development. For example, gardening is a great physical development activity.

Young children can practice locomotor skills, body management skills and object control skills while they move from one place to the other carrying tools, soil and water. They will be moving their bodies using large muscles and using muscles to balance and manage objects too. Fine motor skills such as whole-hand grasping and the pincer grasp (necessary skills for writing) are employed in gardening when children use a trowel or rake and pick up tiny seeds to plant. Further, being outdoors in the fresh air and moving around a lot is a good way to get exercise.

Another aspect of physical development is the sensory stimulation that you can experience in a garden. Water is a critical part of gardening and, if your child enjoys nothing else, playing with the hose or the watering can be a highlight. Feeling the texture of the soil or the plant leaves is also interesting, as is the smell of the fresh garden and its plants.

Of course, most gardens are a visual explosion of colors, tones and shades. If you plant edible plants, this is one of the few areas where you can actually safely employ your child’s sense of taste. Children are often more willing to try a new food if they have been involved in the process of growing it.

Literacy skills can be part of gardening, too. Learning the names of different plants and reading what their growth requirements are on the seed or plant packages is a literacy activity. Another reading/writing activity could be making a map of your garden or your yard and labeling the plants in it. A map of the area that you plant can be really helpful when those seeds start to sprout and you are not sure which one is a weed and which is the vegetable or flower you planted!

Cognitive development is all about intellectual skills such as remembering and analyzing information and predicting outcomes. You can do plenty of that in your garden with children. By asking open-ended questions about what you have already done in your garden and what they think you should do next, you are helping them think through the processes of preparing the soil, planting, watering and weeding. Ask them to tell you about the differences between the various plants you are growing or the different parts of the plants themselves. Show them the entire plant—roots, stem, leaves, flowers and seeds—or let them draw the plant at different stages of growth.

Finally, working together on your garden with your children is togetherness time. You build bonds with children and create memories from your experiences in the garden. While your children are learning a lifelong love of growing things, you are learning more about your children—how they think, what they like and dislike and how capable they really are. Your plants can create a beautiful environment, whether they are in a garden, a raised bed or a pot, and you and your children will enjoy every stage of the process.

For more ideas about activities and articles on child development, academic success, parenting and life skill development, please visit the Michigan State University Extension website.

This article was published by Michigan State University Extension . For more information, visit https://extension.msu.edu . To have a digest of information delivered straight to your email inbox, visit https://extension.msu.edu/newsletters . To contact an expert in your area, visit https://extension.msu.edu/experts , or call 888-MSUE4MI (888-678-3464).

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Essay on Gardening for Students and Children

500+ words essay on gardening.

Garden is a piece of property near or around our house where various trees, flowers , fruits, vegetables and so on are cultivated. There are many types of garden, including flower garden, fruit garden, vegetable garden, botanical garden, and medicinal herb garden. People like growing fruit or vegetable gardens near their homes. These gardens are known as gardens of the kitchen. Some of the colleges also have their own gardens to work in for their learners. Thus, the Essay on gardening is an insight into some of the best practices used for gardening.

Gardening is a good and enjoyable pastime. Each garden is surrounded by a fence. Usually, fences are made of wood or bamboo. The green fence is raised around the garden sometimes.

The garden is split into various parts. Each section is split into beds. Every bed is surrounded by an earthen uplift. For flower crops, fruit trees, vegetables, and medicinal herbs, some parts are intended.

In distinct seasons, people raise distinct types of vegetables. Pumpkin, gourd, bitter gourd, garlic, tomato, snake gourd, brinjal, bean, pea, cabbage, turnip, cauliflower, radish, spinach, ladyfinger, etc. It is also possible to grow fruit trees such as apples, chickoos, plums, etc. In addition, it is possible to grow various types of shrubs, creepers, and trees in a garden. Everything comes under the kingdom of plants.

Read 500 Words Essay on Trees here

People are spotting gardens, rooting grasses, preparing beds, sowing seeds, planting trees and watering crops on frequent bases. By working both morning and evening, they keep the garden neat and tidy.

The manure the gardens as well. It is very essential to take care of insect crops in the garden. For the crops, insects can be dangerous. On the crops, flowers, and fruits, they lay eggs. Sprinkling insecticides can destroy these eggs. In the soil, lime is occasionally blended to kill the germs and bacteria in it. So the soil’s fertility improves.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Gardening

While many crops grow in the wild, in their homes or yards, individuals also grow and grow certain crops, bushes, and trees. This activity is referred to as gardening. Although it may seem to some as a hobby, the reality is that gardening is truly quite useful and therefore essential to us.

Gardening is an activity that is quite physical. It includes weeding, plant watering, mulching, trellising, and harvesting–all of which involve the gardener’s physical labor. It, therefore, becomes a great complement to your workout routine.

Gardening is a very practical activity as well. You can develop your own vegetables and fruits so that you have good food on the table.

Aesthetic gardening appeals to the need for beauty in human beings. Ornamental gardening is happy with beauty to our side. Furthermore, flowers are a component of most occasions like births, anniversaries, weddings, birthdays and funerals.

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Ludics pp 427–445 Cite as

The Republic of Childhood: Friedrich Froebel’s Kindergarten and Naturphilosophie

• Diana Ramírez-Jasso 3  
• First Online: 12 January 2021

395 Accesses

This essay considers the idea of the Kindergarten as theorized by Friedrich Froebel in 1840, focusing on his view of gardening as a socially formative practice that adapted to, and helpfully shaped, the natural inclinations of young children. Arguing that Froebel’s approach both aligned with and deviated from Jean-Jacques Rousseau’s influential theories, the essay posits that he was effectively channeling ideas that he absorbed during his brief enrollment at the University of Jena at the turn of the nineteenth century. The challenge posed by the early Romantics to subjectivist models of cognition serves to contextualize Froebel’s insistence on the mediating function of the garden in enabling the child to situate herself both in relation to nature and to society. A layout of the first didactic garden conceived by Froebel serves as the basis for an analysis of how Romantic ideas materialized in the spatiality of Froebelian cultivation.

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Friedrich Froebel, Autobiography of Friedrich Froebel , ed. and trans. Emilie Michaelis and H. Keatley Moore (London: Swan Sonnenschein, 1886), 66.

Friedrich Froebel, quoted in Joachim Liebschner, A Child’s Work: Freedom and Guidance in Froebel’s Educational Theory and Practice (1992; repr. Cambridge, UK: The Lutterworth Press, 2001), 37.

Froebel, Autobiography , 69–70.

Friedrich Froebel, quoted by W. N. Hailmann, in Froebel, The Education of Man , trans. W. N. Hailmann (New York: D. Appleton, 1906), 42.

Frederick Beiser has pointed out that the basis for the anti-subjectivist critique of the early Romantics stemmed from a specific understanding of Fichte as a radical Kantian, which is only one of many possible interpretations of his Wissenschaftslehre . For Beiser’s discussion of the various possible readings of Fichte’s work of the Jena years, see Frederick Beiser, German Idealism: The Struggle Against Subjectivism, 1781 – 1801 (Cambridge: Harvard University Press, 2002), 217–221.

In his study of the transformation of geographic knowledge under the influence of Romanticism, Chenxi Tang has called this poetic and philosophical strategy the “humanization of the earth, or the earthing of the human.” See Chenxi Tang, The Geographic Imagination of Modernity: Geography, Literature, and Philosophy in German Romanticism (Stanford: Stanford University Press, 2008).

Novalis [Friedrich von Hardenberg], The Novices of Sais , trans. Ralph Manheim (New York: Achipelago Books, 2005), 31–35.

Ibid., 121.

Novalis, quoted in Frederick Beiser, The Romantic Imperative: The Concept of Early German Romanticism (Cambridge: Harvard University Press, 2003), 26.

In my discussion of the early Romantics, I am indebted to Frederick Beiser’s philosophical and historical analysis. Particularly important for my argument is his emphasis on the important place given by these German thinkers to education ( Bildung ) as a holistic form of self-actualization. Interestingly, attention to Froebel’s work along the lines of my study might help qualify what Beiser calls the “paradox” of romantic philosophy, namely, that despite the fact that “there was nothing more important to the romantics than Bildung …when it comes to concrete suggestions about how to educate humanity—about what specific institutional arrangements are to be made—the romantics fell silent.” Beiser, The Romantic Imperative , 105. See also Beiser, German Idealism .

Fröbel Nachlass 209.3, Bibliothek für Bildungsgeschichliche Forschung , Berlin.

Even when Froebel had the opportunity to design architectural spaces—he was at one point involved in the design of at least two school buildings—the degree of consideration that went into the children’s garden was never matched in his work connected to architecture or interiors. Despite his lifelong interest in architecture—he had briefly apprenticed with an architect in Frankfurt and had thought of this discipline as his true calling for most of his youth—he had little to say about the ideal spatial conditions for education in interior contexts, and archival documents suggest that he relied on traditional domestic layouts and facades for his schools. Several architectural drawings are held in the Fröbel Nachlass, 209, Bibliothek für Bildungsgeschichliche Forschung , Berlin.

Froebel was explicit about his opinion that children should not “be introduced by this garden to the totality of the vegetable world, but only into the part which most closely touches human needs” Friedrich Froebel, Education by Development: The Second Part of the Pedagogics of the Kindergarten , trans. Josephine Jarvis (New York: D. Appleton, 1903), 220.

Friedrich Froebel, Friedrich Froebels gesammelte Schriften , ed. Wichard Lange, vol. 2, Die Pädagogik des Kindergartens (Berlin: Enslin, 1862), 271.

Froebel, Education by Development, 218.

Ibid., 219.

William Kilpatrick, Froebel’s Kindergarten Principles Critically Examined (New York: Macmillan, 1916), 194.

Ibid., 220–221.

Ibid., 221.

Ibid., 223.

Earl Barnes, “Fundamental Factors in the Making of a Kindergarten Community.” Kindergarten Review , 19, no. 2 (October 1908): 68; Mary Peabody Mann, “Kindergarten—What Is It?” in Mary Peabody Mann and Elizabeth Peabody, Moral Culture of Infancy and Kindergarten Guide (Boston: Burnham, 1863), 14.

Friedrich Froebel, quoted in Bertha Maria von Marenholtz-Bülow, Reminiscences of Friedrich Froebel , trans. Mary Mann (Boston: Lee and Shepard, 1899), 142.

For the Baroness von Marenholz-Bülow’s first-hand account of the Kindergartenverbot see von Marenholz-Bülow, Reminiscences of Friedrich Froebel , 197–203.

Marenholz-Bülow, Reminiscences of Friedrich Froebel , 202. For the connections between feminism and Froebel’s kindergarten pedagogy see Ann Taylor Allen, “Spiritual Motherhood: German Feminists and the Kindergarten Movement, 1848–1911.” History of Education Quarterly 22, no. 3 (Autumn 1982): 319–339; Feminism and Motherhood in Germany, 1800 – 1914 (New Brunswick: Rutgers University Press, 1991).

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Beiser, Frederick C. German Idealism: The Struggle against Subjectivism 1781–1801 . Cambridge: Harvard University Press, 2002.

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Froebel, Friedrich. Education by Development: The Second Part of the Pedagogics of the Kindergarten . Translated by Josephine Jarvis. New York: D. Appleton and Company, 1903.

Froebel, Friedrich. The Education of Man . Translated by W. N. Hailmann. New York: D. Appleton and Company, 1906.

Liebschner, Joachim. A Child’s Work: Freedom and Guidance in Froebel’s Educational Theory and Practice. 1992. Reprint, Cambridge, UK: The Lutterworth Press, 2001.

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Diana Ramírez-Jasso

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Ramírez-Jasso, D. (2021). The Republic of Childhood: Friedrich Froebel’s Kindergarten and Naturphilosophie . In: Rapti, V., Gordon, E. (eds) Ludics. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-15-7435-1_20

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School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis

Timothy p. holloway.

1 School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia

Lisa Dalton

Roger hughes.

2 School of Health Sciences, Swinburne University of Technology, Melbourne, VIC 3122, Australia

Sisitha Jayasinghe

Kira a. e. patterson.

3 School of Education, College of Arts, Law and Education, University of Tasmania, Launceston, TAS 7250, Australia

Sandra Murray

Robert soward, nuala m. byrne, andrew p. hills, kiran d. k. ahuja.

4 Nutrition Society of Australia, Crows Nest, NSW 1585, Australia

Associated Data

Not applicable.

School environments can create healthy settings to foster children’s health and well-being. School gardening is gaining popularity as an intervention for healthier eating and increased physical activity. We used a systematic realist approach to investigate how school gardens improve health and well-being outcomes for school-aged children, why, and in what circumstances. The context and mechanisms of the specific school gardening interventions ( n = 24) leading to positive health and well-being outcomes for school-aged children were assessed. The impetus of many interventions was to increase fruit and vegetable intake and address the prevention of childhood obesity. Most interventions were conducted at primary schools with participating children in Grades 2 through 6. Types of positive outcomes included increased fruit and vegetable consumption, dietary fiber and vitamins A and C, improved body mass index, and improved well-being of children. Key mechanisms included embedding nutrition-based and garden-based education in the curriculum; experiential learning opportunities; family engagement and participation; authority figure engagement; cultural context; use of multi-prong approaches; and reinforcement of activities during implementation. This review shows that a combination of mechanisms works mutually through school gardening programs leading to improved health and well-being outcomes for school-aged children.

1. Introduction

Access to and consumption of healthy, nutritious food plays a crucially important role in maintaining good health and well-being and is a fundamental human right [ 1 , 2 ]. For many populations worldwide, however, deep-rooted and complex underlying problems associated with food systems influence the availability and access to healthy diets and nutritious food [ 2 ]. Food security exists when all people, at all times, have physical, social, and economic access to sufficient, safe, and nutritious food that meets both their dietary needs and food preferences for an active and healthy life [ 3 ]. Unfortunately, these conditions remain elusive for many [ 4 ], and in some instances, this leads to food insecurity. According to the Food and Agriculture Organization of the United Nations (FAO), the ability to be food secure largely depends on the uninterrupted supply and availability of different types of healthy food, food utilization, and the stability of each of these dimensions over time [ 3 ]. Additionally, a range of social determinants underpins the inequities in healthy eating [ 5 ]. For example, ‘urban poverty’, resulting from lower income availability, may lead to inadequate resources for people affected by such circumstances in accessing healthy diets, including fresh fruit and vegetables, and instead tend to consume higher quantities of sugars, fats, highly processed, and/or energy dense, ultra-processed foods [ 6 ].

Global urbanization and accompanying detachment from traditional agricultural practices have accentuated the decline in access to healthy food, including fruit and vegetables, and by extension, the associated nutritional benefits [ 7 , 8 ]. These dynamics are further complicated by the speed of transition to urban living and a simultaneous decline for some population groups in understanding healthy food production and consumption [ 7 , 8 ]. As a result, a plethora of public health interventions are geared towards increasing access to healthy, nutritious food. Community gardens, a space managed collectively by community members for growing food and non-edible plants [ 7 , 8 , 9 ], is a good example.

Community gardens are used in many settings, including residential neighborhoods, prisons, and schools [ 9 ]. Several scoping, narrative, systematic, and meta-analysis reviews suggest that school-based gardens are particularly useful in improving children’s nutritional outcomes [ 10 , 11 , 12 , 13 , 14 , 15 ]. For example, studies report that children’s fruit and vegetable consumption increased [ 13 ], and they were more willing to taste unfamiliar foods such as fruits and vegetables, cooking and food preparation skills improved, and nutritional knowledge increased [ 14 ]. Further, recent evidence also suggests health outcome improvements that transcend nutritional or food-related benefits, such as enhanced academic learning, social development, and improvements in general health and well-being [ 10 , 16 ]. As childhood obesity rates have increased dramatically over recent decades, school gardens have specifically been identified as settings to engage children in healthier eating and physical activity, with the objective of obesity prevention [ 15 , 17 ].

School gardening is widely reported to improve health and well-being outcomes [ 10 , 13 , 14 , 15 , 17 , 18 ]. However, systematic reviews report that quantitative evidence for changes in fruit and vegetable intake is limited and largely based on self-report [ 10 ] or limited through non-randomized study designs [ 13 ]. Although qualitative evidence reports a range of health and well-being benefits for school-aged children, these are rarely substantiated by quantitative evidence [ 10 ]. While more robust study designs would contribute to building the evidence base, using theory-led methods adds value by examining causal explanations of how and why school gardening interventions work [ 10 ]. This is the basis that we sought to address in this realist review.

The aim of the study was to assess the mechanisms which lead to positive health and well-being outcomes for school-aged children and answer the research question, “How do school gardens improve health and well-being outcomes for school-aged children?”

A systematic realist approach was selected for its value in moving beyond an investigation of “what works?” to focus on “how or why an intervention works, for whom, and in what circumstances?” [ 19 ]. Program theory guides the conduct of such systematic reviews, wherein reviewers seek to understand complex interventions [ 20 , 21 , 22 ].

2. Materials and Methods

2.1. overview.

Using a three-staged approach, the realist synthesis was used as the guiding methodology to analyze articles reporting school gardening interventions with positive outcomes.

The stages were to (1) identify relevant systematic, and meta-analysis review articles, (2) screen the Stage 1 reviews to extract primary source articles reporting positive health and well-being outcomes, and (3) use the primary source articles (from Stage 2) to identify specific school gardening interventions that robustly evidence health and well-being outcomes.

2.2. Searching the Literature and Defining Eligibility Criteria

Three databases (Scopus, Web of Science, PubMed) were systematically searched using the term, “school garden*”, which ensured broad coverage of the review articles (Stage 1). Inclusion criteria comprised peer-reviewed review articles only, published between 2012–2021 inclusive, and in English only. Exclusion criteria were applied to articles, book chapters, conference papers, proceeding papers, meeting abstracts, books and documents, clinical trials, and randomized controlled trials. Only systematic and meta-analysis reviews were included, and their search strategies had to clearly specify and adhere to The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines [ 23 ]. These review articles allowed for quick and efficient identification of primary sources/articles reporting on school gardening interventions.

2.3. Selection of School Gardening Reviews, Primary Articles, and Interventions

Identified review articles (Stage 1) were exported to EndNote reference management software (EndNote™ 20, Clarivate Analytics, Chandler, AZ, USA). Duplicate records were removed. Titles and abstracts were manually screened for terms related to “school garden/s” or “school gardening”, and articles were assessed for eligibility and inclusion.

Stage 2 included screening the full text of each eligible article to identify primary articles reporting positive health and well-being outcomes. Positive health and well-being outcomes were defined broadly as having improved change, either determined quantitatively (e.g., increased fruit and vegetable intake) or improved benefit determined qualitatively (e.g., improved behaviors towards fruit and vegetables). Positive health and wellbeing outcomes were identified from either text, tabulated data, or figure data. All study designs were identified, comprising quantitative, qualitative, and mixed-methods studies.

During Stage 3, the full text of each primary article was reviewed to identify specific school gardening interventions.

2.4. Data Extraction, Appraisal, Synthesis, Analysis, and Evaluation

Publication details, including authors, year of publication, location, objectives, study design, duration, participants, sample size, outcomes investigated, method of measuring outcomes, and details of positive health and well-being outcomes, were extracted from all included articles. To help improve the completeness in the reporting of the various interventions, the Template for Intervention Description and Replication (TIDieR) checklist and guidelines were used [ 24 ]. Data extraction was supplemented with key components: rationale, materials, procedures (activities), providers, delivery, timing, tailoring, modifications, and planning.

Data analysis drew on the principles of a realist synthesis for each school gardening intervention. This consisted of identifying the underlying causal or potential mechanism/s acting toward positive health and well-being outcomes by producing a Context–Mechanism–Outcome configuration for each of the school gardening interventions. If a number of primary articles were associated with a single intervention, then their data were combined during this Context–Mechanism–Outcome configuration process.

3.1. Identification of School Gardening Interventions

Stage 1 screening identified 6 reviews for inclusion [ 10 , 13 , 14 , 15 , 17 , 18 ] ( Figure 1 ; Supplementary Table S1 ); Stage 2 screening identified 65 primary articles with positive health and well-being outcomes; and Stage 3 screening identified 35 articles associated with 24 school gardening interventions [ 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 ].

Three stages include identification of review articles, positive health and well-being articles, and articles associated with school gardening interventions.

3.2. Context–Mechanism–Outcome Configuration

For each intervention identified, a Context–Mechanism–Outcome configuration was developed, using the extracted data together with supplementary information from the TIDier process ( Table 1 ).

Context–Mechanism–Outcome configuration of individual school gardening interventions.

Abbreviations: OSGP, Outreach School Garden Project; SAKGP, Stephanie Alexander Kitchen Garden Program; RHS, Royal Horticultural Society; EYWTBH, Eat Your Way to Better Health; GROW, Gardens Reaching Our World; GHK, Growing Healthy Kids; HOPS, Healthier Options for Public Schoolchildren; OWG, OrganWise Guys; SHCP, Shaping Healthy Choices Program; SHK, Sprouting Healthy Kids; TGEG, Texas!Grow!Eat!Go!; GfL, Gardens for Life.

3.2.1. Context of School Gardening Interventions with Positive Health and Well-Being Outcomes

Location, garden spaces, and facilitation.

Identified school gardening interventions were conducted across a wide range of geographical locations, including Australia [ 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 ], the United Kingdom [ 33 , 34 , 35 , 57 ], the United States [ 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 ], India [ 57 ], Kenya [ 57 ], Bhutan [ 58 ], and Nepal [ 59 ] ( Supplementary Table S2 ). Interventions mostly utilized gardens at school or child care premises, with the exception being community gardens or a summer camp garden [ 36 , 40 , 44 ]. Children and families participated in the design of gardens in interventions [ 27 , 29 , 30 , 57 ]. Initiatives were primarily facilitated by kindergarten, elementary, primary, and/or secondary school, and childcare center staff [ 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 57 , 58 , 59 ], with research teams [ 25 , 26 , 28 , 42 , 44 , 45 , 46 , 47 , 48 , 56 ], University departments [ 39 , 40 ], and external partners and/or specialists contributing in some contexts [ 25 , 26 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 53 , 54 , 55 , 56 , 58 , 59 ].

School gardening interventions were predominantly used to influence school-aged children’s knowledge, attitudes, and/or behaviors toward diet and nutrition, particularly in connection to increasing fruit and/or vegetable consumption [ 25 , 26 , 29 , 34 , 35 , 36 , 37 , 38 , 39 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 50 , 51 , 52 , 53 , 54 , 55 , 56 ]. In many instances, this was associated with the impetus of addressing the prevalence and prevention of obesity [ 38 , 39 , 40 , 41 , 44 , 45 , 46 , 47 , 48 , 50 , 51 , 52 , 53 , 54 , 55 ], particularly as low-income minority groups may be disproportionately affected by lower fruit and/or vegetable intake and experience higher rates of childhood obesity [ 44 , 45 , 46 , 47 , 48 , 55 ]. Additionally, the ability of school gardens to influence physical activity and active living formed part of the reasoning for some interventions [ 38 , 42 , 55 ].

Participants and Activities

Most of the interventions were conducted at primary schools, with participating children in Grades 2 through 6. In multiple instances, nutrition and gardening education was integrated into the curriculum itself and delivered through school garden and kitchen activities [ 27 , 28 , 29 , 30 , 31 , 32 , 33 , 37 , 42 , 43 , 50 , 51 , 54 , 55 , 56 , 58 , 59 ]. Specifically, children were provided with opportunities to participate in growing, harvesting, and consuming garden produce (usually fruit and vegetables), with some enabling the sharing of meals together in a ‘family style’ environment [ 29 , 30 , 40 , 44 , 46 ]. Parental and family engagement were also encouraged through newsletters [ 25 , 26 , 36 , 40 , 52 ], take-home activities [ 36 , 37 , 55 ], and opportunities for volunteering [ 29 , 30 , 31 , 32 ]. Teacher training was also an important component in several interventions, particularly with nutritional and gardening activities [ 34 , 35 , 39 , 41 , 58 , 59 ]. Several interventions facilitated cultural awareness, including opportunities for cultural exchange or appreciation for culturally tailoring interventions in accordance with demographic profiles as focal points [ 27 , 40 , 44 , 45 , 46 , 47 , 48 , 55 , 57 , 58 , 59 ].

Some interventions were adapted from existing curricula, activity guides, peer-reviewed resources, or garnered from previous pilot initiatives. For example, several interventions were based on the curriculum of Junior Master Gardener ® (College Station, TX, USA) and Health & Nutrition from the Garden programs [ 37 , 43 , 54 ], and several utilized the activity guide developed by Lineberger and Zajicek (1998) [ 25 , 26 , 50 , 51 ]. Further, a few interventions were based on the model of Montessori (1964) and grounded in school gardening research and garden-based learning [ 49 , 57 ].

Duration, Frequency, and Type

Typically, the duration of interventions ranged from 6 weeks to 3 years [ 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 ]. “Frequency” and “type” of intervention also varied considerably and included a mix of weekly lessons (teaching nutrition, cooking, and/or gardening) [ 25 , 26 , 28 , 29 , 30 , 36 , 37 , 40 , 43 , 44 , 45 , 46 , 47 , 48 , 53 , 58 , 59 ], occasional expert/specialist visits [ 30 , 34 , 53 , 56 ], field trips [ 46 , 53 ], take-home activities [ 52 , 55 ], nutrition and cooking demonstrations and/or workshops [ 40 , 52 ], parental lessons [ 44 , 47 , 54 ], and teacher training sessions [ 34 , 35 ].

3.2.2. Mechanisms Leading to Positive Health and Well-Being Outcomes

The combined action of nutrition-based and garden-based education, often integrated into the curriculum, was a common mechanism that contributed towards positive outcomes, particularly in connection to fruit and/or vegetables [ 25 , 26 , 33 , 44 , 45 , 46 , 47 , 48 , 50 , 51 , 58 , 59 ].

Experiential or “hands-on” learning experiences for students were also a common strategy amongst multiple interventions, with children involved in growing, nurturing, harvesting, preparing, and consuming produce from school gardens [ 25 , 26 , 27 , 29 , 30 , 31 , 32 , 36 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 55 , 57 ]. Reports also emphasized the effectiveness of experiential experiences as a pedagogical learning tool for students, with newly learned knowledge influencing attitudes, behavioral change, and building self-efficacy towards healthier eating [ 27 , 42 ].

The engagement and participation of families provided opportunities for intergenerational learning, informing behaviors and self-efficacy of children, and parents/guardians volunteering at school [ 27 , 29 , 30 , 31 , 32 , 36 , 37 , 49 ]. School teachers, principals, and other “authority figures” were important for behavioral modeling, leadership, and expertise as nutrition or gardening specialists [ 28 , 33 , 34 , 35 , 49 , 53 , 54 ]. Some interventions were tailored for minority groups, providing experiential learning opportunities in the context of cultural backgrounds and opportunities for intercultural learning [ 27 , 40 , 44 , 45 , 46 , 47 , 48 , 57 , 58 , 59 ].

A distinguishing feature was the use of multi-pronged approaches. For example, this included the adoption of multi-level and multi-sectoral methodologies, with involvement from individuals, community, and governmental agencies. In addition, programs implemented multi-component approaches including, for example, a combination of nutrition-based education, family involvement, development of community partnerships, support from the agricultural sector, and school wellness committees [ 33 , 39 , 40 , 41 , 44 , 45 , 46 , 47 , 48 , 52 , 53 , 58 , 59 ].

The reinforcement of activities leading to sustainability was also seen as a key mechanism, such as repeated and/or increased exposure to fruit and vegetables during the intervention duration. The notion of ensuring the impacts of school gardening activities was sustained was also accomplished by consistent and coordinated messaging through multiple intervention components [ 36 , 37 , 39 , 40 , 43 , 52 ].

3.2.3. Positive Health and Well-Being Outcomes

Positive health and well-being outcomes were primarily related to fruit and vegetables (e.g., increased knowledge, awareness, preferences, behaviors, intake, and variety) [ 25 , 26 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 43 , 44 , 45 , 46 , 47 , 48 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 ]; dietary fiber, and vitamins A and C (e.g., increased intake) [ 44 , 45 , 46 , 47 , 48 , 50 , 51 ]; anthropometric measures (e.g., improved BMI percentile, BMI z-score, and waist-to-height ratio) [ 40 , 41 , 44 , 45 , 46 , 47 , 48 , 52 , 55 ]; children’s well-being (e.g., increased social skills and confidence, improved social connections, and a greater sense of belonging) [ 27 , 28 , 29 , 30 , 31 , 32 ]; and parent’s/family’s health and well-being (e.g., improved healthy eating, greater family interaction, and greater connection to school) [ 27 , 29 , 30 , 31 , 32 , 49 ].

4. Discussion

Through this realist synthesis, we investigated how school gardening improves health and well-being for school-aged children, finding that a combination of mechanisms operates in tandem under different contexts for the success of the school gardening interventions to yield positive outcomes. The impetus of many interventions was to increase fruit and vegetable intake and address the prevention of childhood obesity. Most were conducted at primary schools with participating children in Grades 2 through 6 and were located in high-income countries, including the United States and Australia. The mechanisms ranged from embedding nutrition and garden education in the curriculum to experiential learning, engagement and involvement of family and “authority figures”, and the relevance of cultural context. Types of positive outcomes included increased fruit and vegetable consumption, dietary fiber and vitamins A and C, improved BMI, and improved well-being of children.

The review results in evidence that the benefits of combining nutrition-based and garden-based education are important in improving outcomes, particularly with attitudes and behaviors toward fruit and vegetable consumption. This suggests that classroom-based lessons may be enhanced through practical and garden-based lessons. For example, in the How do you grow? How does your garden grow? intervention, the curriculum encompassed a variety of topics in relation to health and well-being, reinforced through ‘hands-on’ exposure to gardening activities [ 25 , 26 ]. Similarly, the Nutrition in the Garden program integrated nutrition education into the curriculum, with particular emphasis on a practical application involving comprehensive gardening and cooking activities [ 50 , 51 ]. In addition, findings from Berezowitz et al. (2015), through a review of school garden studies, conclude that garden-based learning may favorably affect fruit and vegetable consumption but also positively impacts academic performance [ 11 ]. Similarly, experiential learning strategies have proved useful in improving children’s knowledge, attitudes, and behaviors toward eating more healthily, including those in school garden settings [ 18 ]. Schools, therefore, have significant potential to create garden spaces for enabling experiential experiences linked to the curriculum, leading to enhanced learning and improved health and well-being outcomes.

Family involvement in school gardening initiatives was at the center of impacting positive health and well-being outcomes, demonstrated across several interventions, with mechanisms working at multiple levels. Previous research reports that family involvement helps change eating behaviors in school-aged children [ 14 ]. Consistent with the “bioecological theory” and “primary socialization theory”, a child’s development is collectively impacted by numerous proximal (e.g., parents, peers, community) and distal (e.g., cultural norms, laws, customs) influences and their complex interdependencies [ 60 ]. Accordingly, the importance of parents in promulgating healthy nutrition behaviors in children cannot be underestimated. Garnering the cooperation/participation of as many parents as possible in school-based gardening can be strengthened using volunteering programs and take-home activities, including produce and recipes. These strategies have proven to be effective at meaningfully engaging parents with school-garden-related activities [ 14 ].

Visionary leadership and inspirational role models are integral to school-based gardening interventions leading to health and well-being outcomes. Strong engagement between students and “authority figures”, including school teachers, school principals, and external experts, has consistently been shown to be associated with positive health and well-being outcomes. For example, Growing Schools and The Gloucestershire Food Strategy identified clear leadership and vision from the head teacher as critical for initiating change [ 33 ]. Findings from the Royal Horticultural Society Campaign for School Gardening indicate how the willingness of teachers to engage with the intervention may be important towards a greater intake of fruit and vegetables [ 35 ]. In addition, Viola (2006) identified how support from the school principal is key in the Outreach School Garden Project, leading to improved nutrition knowledge and skills [ 28 ]. More recently, Mann et al. (2022) synthesized evidence of nature-specific outdoor learning outside of the classroom on school children’s learning and development and suggested that all teacher training efforts should include skill development activities pertaining to this type of pedagogical approach [ 61 ]. Integration of ideas such as these is important as teachers are often highly influential during childhood education and development, as indicated above.

Considering the increasingly diverse societies we dwell in, it is no surprise that many made a conscious effort to accommodate the varying cultural needs in their interventions. For instance, culturally-tailored components, together with experiential learning, were central to the LA Sprouts program, leading to many potentially beneficial outcomes, including changed behaviors and preferences towards dietary fiber, fruit, and vegetables for children of Hispanic/Latino heritage [ 44 , 45 , 46 , 47 , 48 ]. Similarly, Ornelas and colleagues (2021) reported the importance of drawing on cultural strengths and traditional practices in addressing childhood obesity through school gardening, specifically for American Indian communities [ 62 ]. Therefore, cultural aspects and/or ethnic diversity would be an important consideration in the design of school gardening programs to ensure potential health and well-being outcomes are culturally sensitive and sustainable.

This realist review highlights that several key elements and numerous permutations of context and mechanisms work mutually, leading to positive health and well-being outcomes in school-aged children that may be observed collectively ( Figure 2 ; Table 1 ). The synthesis demonstrates the potential for change when important contextual and mechanistic elements are drawn from a range of successful interventions that may be incorporated into current or proposed school gardening programs. This provides guidance in conjunction with published systematic and meta-analysis reporting on school gardening interventions. This also provides a template for consideration in designing new school gardening interventions or enabling adjustment and inclusion of additional elements to current interventions.

Context, mechanism, and outcome synthesis of school gardening interventions.

To the best of our knowledge, this is the first time a systematic realist synthesis with the accompanying use of program theory has been applied to school gardening interventions. The strength of this approach lies in using high-level research-based evidence through the identification of systematic and meta-analysis reviews. This informed identification of pertinent peer-reviewed primary articles with positive health and well-being outcomes and subsequent identification of school gardening interventions. This approach enabled the identification of evidence associated with school-based gardening interventions as previously identified and reviewed, allowing a comparison of our findings with the existing literature. Data extraction and TIDier checklist methodologies enabled holistic assessment of individual school gardening interventions, supporting robust configuration of context, mechanism, and outcomes and subsequent realist synthesis.

Notwithstanding the potential for positive outcomes that result from school gardens, it is important to note that the generalizability of the results from these interventions may be limited to high-income countries as most of the programs were based in Australia, the United Kingdom, and America. In addition, while a number of programs were based in areas of socio-economic disadvantage, addressing particular health inequities affecting low-income, under-resourced, and/or specific ethnic groups, including a focus on childhood obesity prevention, the results may not be entirely generalizable and transferable to other settings, either in other high-income countries or low-income countries.

5. Conclusions

Through this realist synthesis of identified school gardening interventions, we have shown how various mechanism work mutually to support positive health and well-being outcomes of school-aged children in particular contexts, which may assist with future endeavors. School gardening interventions potentially hold strong promise in supporting action toward the prevention of modern public health problems, including food insecurity and childhood obesity, both requiring urgent global attention.

Acknowledgments

The authors wish to thank the University of Tasmania library staff for assistance with literature search strategies.

Supplementary Materials

The following supporting information can be downloaded at: https://www.mdpi.com/article/10.3390/nu15051190/s1 , Table S1: Identification of school gardening articles with positive health and well-being outcomes; Table S2: Summary of school gardening interventions.

Funding Statement

This research was funded by a National Health & Medical Research Council (NHMRC) grant (#113672) as part of the CAPITOL Project. The study funder had no role in the study design, collection, analysis, or interpretation of the data, in writing the report, or in the decision to submit the article for publication. The contents of this article are the responsibility of the authors and do not reflect the views of the NHMRC.

Author Contributions

Conceptualization, R.H., K.D.K.A., T.P.H., S.J. and A.P.H.; methodology, R.H., K.D.K.A. and T.P.H.; formal analysis, T.P.H., K.A.E.P. and K.D.K.A.; investigation, R.H., K.D.K.A., T.P.H. and A.P.H.; resources, K.A.E.P., K.D.K.A., R.H., N.M.B. and A.P.H.; data curation, T.P.H. and K.D.K.A.; writing—original draft preparation, T.P.H.; writing—review and editing, K.D.K.A., L.D., R.H., S.J., S.M., R.S., K.A.E.P., N.M.B. and A.P.H.; project administration, R.H., N.M.B. and A.P.H.; funding acquisition, K.A.E.P., K.D.K.A., R.H., N.M.B. and A.P.H. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Informed consent statement, data availability statement, conflicts of interest.

The authors declare no conflict of interest.

Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

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Kindergarten: Garden Pedagogy from Romanticism to Reform

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Designed gardens and excursions into the outlying landscape were important educational components of the original kindergartens begun by Friedrich Fröbel in the early nineteenth century. Contact with nature via gardens and excursions provided vital keys to understanding Naturphilosphie, and would ultimately reveal a child's divine essence. A quintessential application of romantic thinking, kindergartens intertwined ethereal and material worlds in an educational endeavor that appealed to the rising middle class eager to overcome the absolute rule of the Prussian monarchy. By the early twentieth century, the incorporation of kindergartens into the pubic school systems of North America coincided with the rationalism of an emerging industrial society, a growing unskilled immigrant population, and deleterious urban conditions. Professionals, eager to enfranchise themselves in the world of science, elaborated Fröbel's garden work and excursions as a method of reform. Children's gardens were cultivated for economic profit and natural phenomena were identified, dissected, and consumed making children educationally “fit” for the burgeoning capitalist nation. The following essay traces the garden and excursion components of the kindergarten from its romantic origins to its reform application, illuminating how changes in garden pedagogy reflect and reinforce broader views held by society.

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• My Garden Essay

Essay on My Garden

According to me, the garden is the best place in a house. It is the place where someone can sit for a while and unwind amidst nature and feel refreshed. The oxygen in the air, sunlight flooding the entire stretch of the open space, the sweet fragrance from the flowers, and the chirping of birds- everything seems to come together to create a cacophony that is magical and therapeutic on the human mind. Nowadays, not too many houses are blessed with a garden. But if one wants to live a peaceful life, he must consider getting a garden for his own abode. 

The Plants In My Garden

In my garden, there are various types of plants. Some are flowering plants, some bear fruits and vegetables, while there are some other plants which look simply adorable because of the sheer beauty of their leaves. The flowers that adorn my garden are rose, sunflower, lily, and chrysanthemum. The garden looks stunning when the flowers are in full bloom.  

I have cultivated many vegetables in my garden with the help of my grandfather. Tomato, brinjal, ladies finger, and green chilly are among them. I am trying to make my garden an organic garden so that we don’t have to depend upon vegetables bought from the markets. These vegetables that I grow have several health benefits besides being fresh and chemical-free. 

There is soft grass all over my garden. The grass is maintained properly and trimmed on a regular basis. This makes the garden an ideal place for different exercises. I like to walk in bare feet in my garden only because of the soft grass cover. Moreover, there is a swing in my garden where I can spend hours swinging on it. I don’t get bored doing any activities in my garden. When it is a holiday, I spend my entire day in my garden doing various activities. 

The Gardener

My grandfather is the gardener of my garden. His most favourite place in the house is the garden. He spends his entire day there. He is a perfect example of a true nature lover. He not only experiments with the plants of the garden but also takes care of them like his own children. He brought some unique varieties of flowers last week like climbers, bulbs and perennials. My garden turns out to be the brightest of all because of the flowers. The trimming of the grasses is done by me and I am the only person on whom my grandfather depends a lot. 

Every day I wake up with the chirping of the birds. My garden is the safe shelter of various birds. I don’t even know the name of all the birds. Various birds such as the sparrow, pigeon, Indian myna, cuckoo etc come to my garden in the morning. On a rare occasion, one or two migratory birds also pay a visit to my garden. At that time, all the members of my family assemble to observe the beauty of those birds. We treat them like our special guests and offer seeds and water to eat/drink. 

My favourite place in my house is the garden. I have developed an emotional attachment with this small stretch of greenery. Last year my garden was totally destroyed by the super cyclone. That incident made me very sad. But I, along with my grandfather, created the garden more beautifully by working day and night diligently. Gardening and seeing the plants bloom gives me the amazing feeling of creating something new.

Inside the world’s best kindergarten

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At Fuji Kindergarten outside Tokyo, kids make the most of a magical environment designed just for them. The roof of their oval-shaped school, designed by Tokyo-based firm Tezuka Architects, is an endless playground, and trees grow right through classrooms.

So how do you build to let children be children? Says Takaharu Tezuka (TED Talk: The best kindergarten you’ve ever seen ): Think like a kid. He was inspired by his own daughter and son, now twelve and nine, who he says “have become a part of his body.” As they grew up, their habits and desires became his, and in designing his school with his wife, Yui, he only needed to channel them to know what to build. Explore the school and dive into Daddy and Mommy Tezuka’s kid-centered design thinking.

The playground lets kids run forever

“We designed the school as a circle, with a kind of endless circulation. When we started, I had no preconceived notions. Studying other kindergartens was like looking in the rearview mirror of a car: Even if you look very closely, you can’t see anything in front.”

Kids can slide to class

“We put in a small mound of dirt at the bottom of the stairs leading from the roof — this was a trick to make the stairs shorter. But then the children started taking away the dirt to make mud bowls — 6oo kids take mud away, and the mound started to disappear! The school had to keep asking the construction company to put mud back. (As the soil got harder, the kids stopped taking it home.) See the slide? I knew kids love to slide, but I actually wasn’t very keen on putting it in, because it tells children what they should and shouldn’t do. Without tools, the kids have to think for themselves and create games. But in the end we kept it: We needed a fire escape.”

Safety drills are super cute

“Japan gets ten percent of the world’s big earthquakes, so children have these earthquake drills. They take these cotton hats from under the table to protect their heads in case something falls. It’s a very Japanese thing.”

Being a non-human animal is encouraged

“Japanese building code says you have to have a vertical handrail with bars 100 millimeters apart so the kids can’t put their heads through. But: They can put their legs in, and kids love to swing their legs. Chimpanzees do the exact same thing — it’s a kind of instinct. And the way they do that is so cute.”

Anything can be a toy

“We had to build around the trees already there on the land. It wasn’t easy — we couldn’t cut the roots, which spread as wide as the tree crowns. We added these safety nets so the students wouldn’t fall through the holes around the trees. But I know kids, and they love to play with nets. Whenever they see a hammock, they want to jump into it, to shake it. These were really just an excuse for me to give the kids another way to play.”

Skylights for peekaboo

“The kids love to look through the skylights from the roof. ‘Where’s my friend?’ ‘What’s going on underneath in class?’ And when you look down, you always see kids looking up from below. Here, distraction is supposed to happen. There are no walls between classrooms, so noise floats freely from one class to the other, and from outside to inside. We consider noise very important. When you put children in a quiet box, some of them get really nervous.”

A chair can be a train

“Every month at Fuji the teachers and kids rearrange the classroom furniture. This little boy and girl were supposed to help make a new configuration, but they’re useless! They’re playing train instead. We filled the school with about 600 of these boxes, which are made from this very light wood known as kiri wood. It won’t hurt the kids if they hit their heads on the corner.”

A place for water-cooler talk

“These days Japanese kids only talk to computers. I hate it. I thought, if we put a well in each classroom, they’ll be forced to talk to each other. There’s a phrase in Japanese, ido bata kaigi , which means, ‘conference around the well.’ Women used to meet and exchange information when they went to get water. I wanted the children to do the same.”

Kids can also climb to class

“In 2011, we built an annex to the school with two more classrooms and some playing areas. We called it ‘Ring around the Tree,’ because when the architect Peter Cook visited he said it reminded him of the song ‘Ring Around the Rosie.’ I thought the tree should be more important than the building, so I made the building as light as possible. In this school, children are encouraged to climb trees. If a kid is strong enough, they can reach the upper level without using the stairs. Other schools might not allow this, but the principal here believes children know their own limits. They stop when they have to stop.”

Photos courtesy of Tezuka Architects. Photo of the “Ring Around the Tree” building by Katsuhisa Kida/FOTOTECA.

About the author

Thu-Huong Ha is a freelance writer. Previously she was the books and culture reporter for Quartz and the context editor at TED. Her writing has also appeared on Slate and in The New York Times Book Review. Her debut novel, Hail Caesar, was published in 2007 by PUSH, a YA imprint of Scholastic, and was named an NYPL Book for the Teen Age. Follow her at twitter.com/thu

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Gardening with young children: Dig in!

Spring is a wonderful time to introduce children to the wonders of gardening. Young children learn by experiencing “hands on” and by having opportunities to think about, re-visit, and question their experiences.

Through gardening, you can encourage this hands-on curiosity and discovery. What might children learn while gardening?

To name just a few, children will learn about:

• Science and nature when exploring plants.
• Math skills when counting scoops of dirt.
• They will be exposed to reading, writing, and drawing through stories, books, and activities, such as creating a garden journal.
• Social skills will be supported by working with other children and adults.

Get ready to dig in

Gardening does not have to be overwhelming, nor does it have to be an everyday or every week experience. Gardening can be part of the natural environment you create in working with children.

Try creating an environment where meaningful exploration can occur and provide children the opportunity to practice taking care of a plant or garden, and the opportunity to explore their ideas freely. Young children can have a positive gardening experience simply by starting a seed or bulb, digging in dirt, or taking care of a house plant.

Where and how you start gardening with children is based on a few ideas:

• Take time to reflect on what the children (and you) want to discover about gardening. Make a list of children's names and beside each name, write their ideas (display so children can see; add pictures and symbols if needed)
• Help spark ideas by looking at gardening books written for working with children
• Consider what you will need and have access to (outside/inside areas, lighting, water, materials to support plants and gardening, such as tools, containers, seeds, and plants)

Consider safety

Be safe and use good judgment when working with young children. Know which plants are safe for children, and be aware of what is in the potting soil. Read the label carefully and ask your local garden center about potting soil that is best for young children. This is the same of seeds. Some seeds (and bulbs) are coated with chemicals harmful to young children. Seeds should not be used with children under the age of three. Watch also if using water or tools with young children. All activities and materials should be well supervised.

Contact the National Poison Control hotline (800-222-1222) for information on poisonous plants and seeds.

Nurture the growth

Caring for something, nurturing its growth, and developing a positive relationship with nature are some of the most important skills and opportunities practiced in gardening. For some children, this may be their first experience involving any aspect of nature, gardening, or caring for a living thing.You are the role model for children; if you don't like to touch dirt or worms, for example, neither will the children. Your goals will be offering what the child needs to have success and offering experiences for children to gain the most they can from the project or experience.

You can help by asking yourself:

• What might the children need to explore about this idea?
• What can I do to support their ideas and guide learning and exploring?
• How are they responding to what is off ered?
• How can I document this experience so the children can revisit their ideas and share with others, such as their families?

Encourage the children to participate and to help in the process of gardening. Suggest ways to predict, measure, and care for the ongoing growth of their seed or plant. (Taking photographs may help children revisit and organize thoughts about the experience).

Children may be able to

• Help get supplies ready (line table with newspaper, pass out supplies, fill watering can, etc.)
• Scoop dirt into the pots or dig the ground and soil
• Water and mist the plants
• Count seeds
• Draw pictures of seed, growth, plant, etc.

Tip: If children have to wait for a turn during a gardening activity, have them draw in garden journals (notebooks or pages stapled together), dig in a container of dirt, or have a basket available filled with books on gardening or related themes.

Watching a plant grow and change, as well as possibly produce a flower or fruit, shows children that their efforts to treat the plant respectfully and nurture its growth have made a difference. Through gardening, not only do plants grow, but children grow, too. Give them the tools, dig deep, and watch how their garden grows!

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Children And Vegetable Gardens: How To Make A Vegetable Garden For Kids

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Children love nearly anything pertaining to the great outdoors. They love digging in the dirt, creating yummy treats, and playing in trees. Children are curious by nature, and there is no greater joy than that from a child who has cultivated plants from his or her own vegetable garden. Making a children's vegetable garden is easy. Keep reading to learn how to make a vegetable garden for kids.

Children and Vegetable Gardens

Kids enjoy planting seeds , watching them sprout, and eventually harvesting what they have grown. Allowing children to become involved in the planning, caring, and harvesting of a garden not only gives parents a unique opportunity to spend time with their children, but it helps the kids develop an understanding of that which they are curious about-- nature. Children also develop a sense of responsibility and pride in themselves, which can ultimately improve self-esteem. One of the best ways to encourage enthusiasm for gardening is appealing to a child's senses by adding plants not only for the eyes, but those they can taste, smell, and touch. Vegetables are always a good choice for young children. They not only germinate quickly but can be eaten once they have matured.

Veggie Gardens for Kids

Making a children's vegetable garden effective means choosing appropriate plants. Vegetables that are good choices and easy-to-grow include:

Of course, children love to snack, so include favorites like cherry tomatoes , strawberries , or peas as well. You might consider implementing a fence or trellis for vine-growing vegetables or even a small sitting area where children can snack on these favorite treats. Kids also enjoy plants that offer unique shapes, such as eggplant or gourds . After harvesting, gourds can be decorated and used as birdhouses . You can even turn them into canteens or maracas . To add interest and color to the vegetable garden, you might want to add some flowers and herbs. These can also appeal to a child's sense of smell. Good choices include:

• Nasturtiums

Keep away from any plant that may be poisonous, however, and teach kids to eat only those they know are safe. Children love to touch soft, fuzzy plants. Appeal to these needs with plants like lamb's ear or cotton . Don't forget sounds. Adding unique features such as water fountains , windmills, and chimes will often spark additional interest in a child.

How to Make a Vegetable Garden for Kids

When you are making a children's vegetable garden, allow them to be involved in deciding where and what to put in the garden. Let them help with soil preparation, seed planting, and routine maintenance. Locate the garden where it will be easily accessible to the child but in an area that can be viewed by others as well. Also, make sure that the chosen site gets plenty of sunlight and an ample supply of water. As for the layout, veggie gardens for kids should allow for imagination. Gardens do not have to be planted in a traditional rectangular plot. Some kids might enjoy having a container garden . Nearly anything that holds soil and has good drainage can be used, so let the child pick out interesting pots and encourage him or her to decorate them. Other children may desire only a small bed. This works fine, too. You may even consider a raised bed . For something a little different, try a circle with divided sections for various plants, like a pizza garden . Many children love to hide, so incorporate sunflowers around the edges to provide a sense of seclusion. Vegetable gardening with children also includes tasks, so create a special area for storing garden tools. Allow them to have their own child-sized rakes, hoes, spades, and gloves. Other ideas may include large spoons for digging and old measuring cups, bowls, and bushel baskets, or even a wagon for harvesting. Let them help with watering, weeding, and harvesting.

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Nikki Tilley has been gardening for nearly three decades. The former Senior Editor and Archivist of Gardening Know How, Nikki has also authored six gardening books.

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Home — Essay Samples — Education — Educational System — Kindergarten

Essays on Kindergarten

Life of a kindergarten patrol, an analysis of hughes and gullo's article on joyful learning and assessment in kindergarten, made-to-order essay as fast as you need it.

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A Look at Students Learning Process in Kindergarten

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Program Corporate Social Responsibility in Kindergarten

An analysis of the rationale and the curriculum of the philippine kindergarten education, the social problem of attending pre-kindergarten programs, the importance of kindergarten: building a solid foundation, "the sun: our brightest star": a lesson for kindergarten, relevant topics.

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My School Garden Essay for Class 3

Nature never disappoints to amaze us with its beauty. From vibrant flowers and plants to cheerful birds and butterflies – we can see them all in gardens. The School Garden is one of the most favourite places of students in the school. Kids can do many activities there, for example, planting a tree in their school gardens, playing, etc. In this essay, I will be describing my school garden in detail.

We are providing two essay samples for students of class 3 on the topic ‘My School Garden’ for reference.

Short Essay on My School Garden of 100 Words

I study at Delhi Public School. My school garden is filled with some very pretty and colourful flowers and plants. Sometimes butterflies come to our garden too.

Our garden is huge. My school garden is not only big but also very pleasant.

It is located in front of the main building at my school. It has a dedicated gardener, Ramu kaka, who regularly water the plants.

Our garden has flowers like marigold and roses; and trees like the peepal and neem tree. After having my lunch, I love spending my time in the school garden admiring its beauty. I love my school garden.

Engage your kid into diverse thoughts and motivate them to improve their English with our  Essay for Class 3  and avail the Simple Essays suitable for them.

Long Essay on My School Garden of 150 Words

I study at Delhi Public School. My school has a very big garden. It’s not just a big garden, but it’s also one of the most pretty gardens I have ever seen. My school garden is located just in front of that main primary school building.

I have seen many workers and gardeners work on maintaining the garden during the time we have classes. They plant a variety of plants and trees. They water them and take care of the flowers.

The garden has a large variety of plants and flowers. Thick thorny shrubs border the garden. My school garden has flowers such as sunflowers, tulips, marigolds, daisies, roses, jasmine, etc. It also has huge trees such as neem, litchi, and a mango tree.

We are only allowed to visit the garden during our recess, and once our environmental science teacher took us there to identify various plants. The garden not only makes our school beautiful but also adds some much-needed greenery. I love spending time in my school garden.

10 Lines on My School Garden In English

• We have a beautiful garden in our school.
• It’s huge and is filled with greenery.
• Our school’s gardener, Ramu kaka, takes care of it
• We also plant a tree sapling in our school garden every year on World Forest Day.
• We also water the plants sometimes.
• We grow different types of flower and fruit plants in our garden.
• Our school campus is always refreshed and scented with the fragrance of jasmine and tulips grown in our garden.
• There are many trees like peepal, mango, and lichi there too.
• Many children go to the garden to play during break time.
• We are proud of our garden.

Frequently Asked Questions on My School Garden

Question: What to plant in a school garden?

Answer – Many plants can be grown in a school garden. Some of the plants that are commonly seen in gardens are hibiscus, roses, and tulips.

Question: How can the students help to maintain the school garden?

Answer – Students can help by not plucking the beautiful flowers and leaves and not littering the garden space. They can also water the plant once in a while with the teacher’s permission.

Question: Why is it important to have a clean school garden?

Answer – As humans, we all need plants for oxygen and a balanced environment. So having a clean garden in school will not only keep us healthy, but it’s also beneficial to our environment.

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My Kindergarten Experience Essay & paragraphs For Students

Kindergarten is a child’s first step into the world of formal education. It’s a time filled with colorful crayons, ABC’s, and 123’s. This essay will explore my personal kindergarten experience, focusing on the memories that have shaped me into the person I am today.

Table of Contents

Essay On My Kindergarten Experience

Introduction paragraph.

My kindergarten journey began when I was just five years old. I remember feeling a mix of excitement and nervousness as I stepped through the large school gates for the first time. The school appeared colossal, and the playground seemed like an endless sea of opportunities.

The Classroom – A New World

The classroom was a new world to me. It was filled with colorful charts, toys, and a blackboard that our teacher used to introduce us to new letters and numbers. Each day brought something new – a new letter to learn, a new song to sing, or a new game to play.

Friends and Fun – The Heart of Kindergarten

One of the most important aspects of my kindergarten experience was making friends. I met children from various backgrounds, and we bonded over shared toys, lunch boxes, and playground games. These friendships taught me invaluable lessons about sharing, caring, and teamwork.

Teachers – The Guiding Lights

Our teachers played a crucial role in our kindergarten experience. They were patient, kind, and full of creative ways to make learning fun. They introduced us to the world of reading, writing, and arithmetic, setting the foundation for our future educational journey.

Learning through Play

Kindergarten was not just about academics; it was also about learning through play. We learned about shapes by playing with blocks, understood numbers through counting games, and improved our motor skills through arts and crafts activities. This combination of play and learning made my kindergarten experience enjoyable and memorable.

Overcoming Challenges

Like any new experience, kindergarten also had its challenges. There were days when I missed home, struggled with a new concept, or had disagreements with friends. However, these challenges taught me resilience, problem-solving, and conflict resolution – skills that have stayed with me throughout my life.

Conclusion: Reflecting on My Kindergarten Experience

Looking back, my kindergarten experience was not just about learning ABCs and 123s. It was about discovering a new world, making friends, and overcoming challenges. It laid the foundation for my academic journey and shaped my personality. As I reminisce about my time in kindergarten, I realize it was a significant and transformative phase of my life.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

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79 Kindergarten Essay Topic Ideas & Examples

🏆 best kindergarten topic ideas & essay examples, 🎓 simple & easy kindergarten essay titles, 📝 good essay topics on kindergarten.

• Lev Vygotsky: Educational Implications of Sociocultural Theory The sociocultural theory is more responsive to the learning process of children with special needs since it argues that ideas and concepts are socially mediated and exist in collectives rather than in individuals.
• Comparing Kindergarten Programs in the US to the UK Another aspect of kindergarten curriculum that is identical in the US and in the UK is the fact that it encompasses a lot of play and experienced learning. We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• A Day’s Outing for Kindergarten Children The client, who is a school, wants the kindergarten children and their children to have a days picnic and outing. The event would help to break the tediousness of regular schoolwork and provide some entertainment […]
• Kindergarten English Language Proficiency Standard 1 It is important to develop an appropriate set of ELP standards for English learners at the kindergarten level in order to create a solid background for basic learning and the linguistic demands that will be […]
• Full-Day Kindergarten Program: Advantages and Disadvantages The educational stakeholders seek to determine the effect of this program to the parents, teachers, and the pupils undertaking it. In this regard, the full-day kindergarten program provides time for the students to practice the […]
• Kindergarten Classroom Environment Design The design of the classroom environment should reflect the demographic characteristics of learners. The desks of children will be placed right in the center of the room, and at least, four students will sit at […]
• Reading Aloud in Kindergarten: Lesson Plan The approximate age of learners should be four to five years. The group should consist of approximately 15-20 students.
• American Federal Holidays: Essential Knowledge for Kindergarten Their bravery gave a start to the history of our country, as the first European settlers followed Columbus quite soon and established their colonies on American soil. The Fourth of July has become a symbol […]
• Weather and Climate for Kindergarten This lesson sequence is the introductory step towards learning the basic concept of weather and climatic changes in the Earth Science curriculum.
• Kindergarten Transition: The Key Difficulties Sheridan et al.offer a good source to explore KT as their study systematically assesses and summarizes almost 250 parents’ practices in the pre-KT and KT periods and such activities’ implications for children’s success.
• Social-Emotional Learning for Kindergarten Education To set adequate goals for social-emotional learning, researchers must quantify and contextualize the behaviors and attitudes of large samples of subjects.
• Impact of Social Media on Instructional Practices for Kindergarten Teachers General Context of the Problem Despite the increase in the use of social media in teaching, there is still a significant lack of research done on the impact of social media integration in teaching techniques […]
• Using Technologies in Kindergarten Classrooms Integrating modern technologies into the educational process in kindergartens helps educators transmit knowledge to the children and influence their emotions and perception of the materials.
• The Conflicts in Organizations: Experiences in the Kindergartens The conflicts indicate the latent negative processes, the real existence of disagreements, and the tendency to change them. The nature of the conflict was destructive and contributed to the inability to operate in the workplace.
• Monitoring Success of Kindergarten Students Thompson and Thompson emphasize the development of creativity as a criterion for engaging instruction. Therefore, to ensure that the curriculum is fun and meets the developmental requirements of children, it is essential to pay attention […]
• Pre-Schooling Before Kindergarten Admission The strategy needs the involvement of the student, and the teacher as the pre-schooling students are young and thus delicate to handle.
• Services for Students Who Are Transitioning Into Kindergarten The importance of a transfer program aimed at reducing students’ exposure to challenges associated with communication and learning.
• Lead Exposure in Pre-Kindergarten Children Lead poisoning is as a result of accumulation of lead metal in the blood caused by inhalation or ingestion of lead over a period of time.
• Phonemic Awareness and Word Recognition in Kindergarten Blachman and Ball define phonemic awareness as the awareness that spoken words are made up of individual sounds; the ability to identify the individual phonemes of a word.
• Effects of Full-day Kindergarten on Achievement These changes in the American culture and in schooling over the past 2 decades have had their impact on the reputation of full-day, all-day-a-week kindergarten education in a number of communities.
• Grouping at the Kindergarten and Secondary Levels Researchers have established that group or cooperative learning improves the academic grades of students and helps in building high self-esteem, good social skills, and enhanced the comprehensive ability of their content and skills of the […]
• Kindergarten Inclusion Classroom A kindergarten inclusion classroom needs to meet a number of requirements to be classified as such: it should be aesthetically pleasing, challenging, age-appropriate, and safe for differently-abled children.
• Emergent Writing in Abu Dhabi Kindergartens This major variable will be achieved through a sequential implementation of various interactive writing strategies with an emphasis on play-based learning and an active learning approach.
• Learning for Kindergarten: Five Senses Objective: By the end of the lesson, the students will be able to define the key five sense and explain, which body organ is responsible for sensing a corresponding signal, as well as define the […]
• Learning Second Language in Kindergarten Online Storyland is a section of the Reading Eggs program that allows it to be used with a small group. The program allows teachers to choose from 44 available lesson plans that include student worksheets for […]
• Reading Unit Plan for Kindergarten Students The aim of the lesson plan is to teach the students to read and write by the end of the course.
• A Pre-Kindergarten Teacher Analysis When speaking about the prestige and relevance of the profession of a pre-kindergarten teacher, it is possible to say that at the national level, this occupation is encouraged, and jobs can be found almost always.
• The Superkids Reading Program in the Kindergarten The purpose of this paper is to overview the program components, evaluate it in terms of advantages and disadvantages, and discuss the details of the program implementation in the classroom setting with the focus on […]
• Pre-Kindergarten Education: Program and Resources The challenge that is proposed to be reviewed within the framework of the current letter is the universalization of pre-K education.
• Kindergarten Business Venture: La Trobe University The staff members and students with kids in the university’s kindergarten will be in a position to put more effort into their studies or roles within the institution.
• Teacher Career: Staff Development in Kindergartens The level of professional development of the teachers at the kindergarten stage plays a key role in the general development of pupils and the quality of education they receive at the end of the day.
• Education: Bilingual Kindergarten A major problem with bilingualism in kindergartens is that it leads to a lack of mastery in either of the languages.
• The Comparison of Montessori Education and a Regular Mathematics Program in Kindergarten Classroom Furthermore, it will compare the strengths and the weaknesses of the Montessori system with a regular mathematics program in order to determine the extent to which it benefits students.
• Student Engagement and Student Motivation in a Reading Classroom for the Kindergarten Level The tasks have to be short and able to stimulate the curiosity and creativity of the children This strategy requires that the tasks offered are short enough to allow the children to complete them.
• Benefits of Bilingualism Among Kindergarten Children The purpose of this report is to show the benefits of learning more than one language among kindergarten children. The purpose of this report is to analyse the benefits of learning two languages among kindergarten […]
• Separate Schooling for the Sexes from Kindergarten to University Level in Saudi Arabia A notable attribute of Saudi Arabia’s education system is that it is highly centralized in nature and the overall supervision is done by the Ministry of Education This ministry is also charged with the training […]
• Learning To Read With Rubrics. Assisting Kindergarten Learners To Improve Reading Skills The teacher arranges these levels according to the complexity of the content to be taught and evaluated. At the end of this level, the learners should be able to read simple words from a wall […]
• Vygotsky’s Social-Historical Theory: Towards Facilitating Learning in Kindergarten-Age children It is the object of this paper to demonstrates how Vygotsky’s theory can be used to assist kindergarten students and others with special needs to cope with the learning process It was the perception of […]
• Counting and Number Line Trainings in Kindergarten: Effects on Arithmetic Performance and Number Sense
• Designing for Human Behavior: The Elementary Kindergarten
• Factors Affecting the School Readiness of Public Kindergarten Pupils
• Elementary vs. Kindergarten Teacher
• Elementary School Ranges From Kindergarten
• Ecological Instability and Children’s Classroom Behavior in Kindergarten
• Pedagogics of the Kindergarten by Friedrich Frobel (1782-1852)
• Computer Science Classes for Students as Early as Kindergarten
• Psychodynamically-Oriented Early Prevention for “Children-at-Risk” in Urban Areas
• Elena Developed Chicken Pox When She Was in Kindergarten
• China Pre-school Education (Kindergarten) Industry Overview 2014
• Children and Home Reading Prior to Kindergarten
• Autobiography: High School and Kindergarten Aged Children
• Early Childhood Education and Kindergarten
• Early Kindergarten, Maternal Labor Supply and Children’s Outcomes: Evidence From Italy
• Does Full-Day Kindergarten Matter? Evidence from the First Two Years of Schooling
• Can Universal Pre-kindergarten Programs Improve Population Health and Longevity? Mechanisms, Evidence, and Policy Implications
• Book: Kindergarten and Bibliographic Citation
• Foreign Language Instruction Should Begin in Kindergarten
• Better Beginnings: The State of Early Learning and Kindergarten Readiness in White Center
• Kindergarten Classroom Observation
• Mathematics Education vs. Kindergarten Education
• Kindergarten Teachers Should Have at Least Basic Degree
• How and Why Does Age at Kindergarten Entry Matter
• Math Kindergarten Standard K-4: 2D and 3D Geometric Shapes and Relative Positions in Space
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• How Does Your Kindergarten Classroom Affect Your Earnings? Evidence From Project Star
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IvyPanda. (2024, February 28). 79 Kindergarten Essay Topic Ideas & Examples. https://ivypanda.com/essays/topic/kindergarten-essay-topics/

"79 Kindergarten Essay Topic Ideas & Examples." IvyPanda , 28 Feb. 2024, ivypanda.com/essays/topic/kindergarten-essay-topics/.

IvyPanda . (2024) '79 Kindergarten Essay Topic Ideas & Examples'. 28 February.

IvyPanda . 2024. "79 Kindergarten Essay Topic Ideas & Examples." February 28, 2024. https://ivypanda.com/essays/topic/kindergarten-essay-topics/.

1. IvyPanda . "79 Kindergarten Essay Topic Ideas & Examples." February 28, 2024. https://ivypanda.com/essays/topic/kindergarten-essay-topics/.

Bibliography

IvyPanda . "79 Kindergarten Essay Topic Ideas & Examples." February 28, 2024. https://ivypanda.com/essays/topic/kindergarten-essay-topics/.

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