Researches find that school gardening provides opportunities for children to connect with natural environments, such as plants, animals and insects. This kind of experiences plays a critical role in shaping children’s life-long attitudes, values, and patterns of behavior toward natural environments, including appreciation of the natural world; opportunities to experience the closeness to nature; as well as respect for other creatures and their living habits. This can also develop their interest in and appreciation of the world around them, in order to develop their positive attitude and behavior related to environmental protection, recycling, reusing and living habits; as well as support children’s emotional and physical health and well-being. This study was a single case study of a Hong Kong school garden. A pre-school was selected purposively, which enabled the collection of qualitative data from children to understand their experiences in connection with the gardening environment. Multiple data collection methods included unstructured, participant and non-participant observations, as well as semi-structured individual and group interviews. Thematic analysis was used to analyse the findings. The findings highlight a number of areas that children got the senses of loving and protecting the natural environment. Copyright © 2017 第八屆兩岸四地可持續發展教育論壇.
|Publication status||Published - Nov 2017|
data collection method
CitationChung, L. P. E. (2017, November). School garden: Connecting children’s lifelong learning. Paper presented at the 2017 第八屆兩岸四地可持續發展教育論壇：幼兒環境教育、可持續發展教育、水資源運用及廢物管理, The Education University of Hong Kong, Hong Kong, China.
- Hong Kong early childhood education
- School gardening
- Natural environment