Sustainability via Active Garden Education: Translating Policy to Practice in Early Care and Education

Autor/inn/en	Lee, Rebecca E.; Soltero, Erica G.; Ledoux, Tracey A.; Sahnoune, Iman; Saavadra, Fiorella; Mama, Scherezade K.; McNeill, Lorna H.
Titel	Sustainability via Active Garden Education: Translating Policy to Practice in Early Care and Education
Quelle	In: Journal of School Health, 89 (2019) 4, S.257-266 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Rebecca E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12734
Schlagwörter	Sustainability; Public Policy; Guidelines; Gardening; Partnerships in Education; Early Childhood Education; Accreditation (Institutions); Standards; Feedback (Response); Physical Activities; Social Cognition; Social Theories; Developmentally Appropriate Practices; Educational Change; Curriculum Development; Singing; Games; Play; Figurative Language; Individual Development; Parent Materials; Health Promotion; Health Behavior; Health Education; Teaching Methods; Preschool Teachers; Teacher Attitudes; Parent Attitudes + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Öffentliche Ordnung; Richtlinien; Gartenarbeit; Hochschulpartnerschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standard; Soziale Kognition; Gesellschaftstheorie; Entwicklungsbezogene Bildung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gesang; Game; Spiel; Spiele; Individuelle Entwicklung; Elternbrief; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Health behaviour; Gesundheitsverhalten; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Elternverhalten
Abstract	Background: We describe the development of sustainability via active garden education (SAGE), an early care and education (ECE) garden-based curriculum developed from a 5-year community partnership to link national health policy guidelines with ECE accreditation standards. Methods: National health guidelines and ECE accreditation standards were reviewed, and community advisory board members, ECE staff, and parents provided feedback and support throughout the development of the curriculum. The SAGE curriculum components were guided by the Ecologic Model of Physical Activity and Social Cognitive Theory. Strengths-weaknesses-opportunities-threat analyses were used to refine and revise the curriculum to overcome challenges to implementation. Results: Twelve 1-hour, developmentally appropriate, modularized lessons were created using the garden as a metaphor for human development. Lessons featured songs, simple games, pretend play, modeling, and garden activities. Parents were engaged via weekly newsletters with information about activities in the classroom, strategies to improve health habits at home, and free community resources. Conclusion: SAGE partnered scientific theory and rigor with community ingenuity and innovation to create a clear translation of policy guidelines to easily implementable practice in a fun and engaging manner. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01