Teachers' Perceptions of Sustainable Integration of Garden Education into Head Start Classrooms: A Grounded Theory Approach

Autor/inn/en	McMillen, Jennifer D.; Swick, Shayna D.; Frazier, Lauren M.; Bishop, Matthew; Goodell, L. Suzanne
Titel	Teachers' Perceptions of Sustainable Integration of Garden Education into Head Start Classrooms: A Grounded Theory Approach
Quelle	In: Journal of Early Childhood Research, 17 (2019) 4, S.392-407 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodell, L. Suzanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X19856378
Schlagwörter	Teacher Attitudes; Gardening; Preschool Education; Early Intervention; Preschool Teachers; Teaching Methods; Low Income Students; Environmental Influences; Knowledge Base for Teaching; Teaching Skills; Human Resources; Educational Resources; Safety; Administrator Role; Sustainability; Student Centered Learning; Health Education; Community Involvement; Natural Resources; At Risk Students; North Carolina + Suchen Sie Ihr Suchwort? Lehrerverhalten; Gartenarbeit; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Environmental influence; Umwelteinfluss; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Humankapital; Bildungsmittel; Sicherheit; Nachhaltigkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Natural Ressource; Natürliche Ressource
Abstract	The perceived benefits of outdoor learning have influenced recommendations and policies alike in early childhood education, yet one component (garden education) in Head Start preschools is inconsistent and researchers do not yet know why. The purposes of this qualitative interview study were to explore preschool teachers' experiences and perceptions of incorporating garden education into a preschool curriculum for children from low-income families and to develop a grounded theory-based conceptual model to explain the findings. Causal conditions included being comfortable in nature, having administrative support, focusing on safety, and reacting to weather. The intervening conditions were teacher knowledge and skills, program structure, resources and physical supplies, and human resources. The strategies for implementing sustainable use of preschool gardens were employing child-directed practices, applying multi-curricular techniques, incorporating health education, and engaging the community. The consequences identified for using preschool gardens were impacting whole child learning, influencing health, and exposing children to nature. Holistic integration of the results into the current literature suggested several opportunities for pre-service teacher education, professional development, and assessment tool development and validation. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01