GARDENING AND CHILDREN’S GARDEN

Year 2016, Volume: 6 Issue: 13, 0 - 0, 31.01.2016

Sima Pouya Yasemin Cındık Akıncı Öner Demirel

Abstract

Son on yıldır çocuk bahçeleri ve onlarla yakından bütünleşen eğitim programları için ilgi çeken konu olmuştur. Çocuklar bahçede bitki bakımı ile vakit geçirerek yeni beceriler öğrenir, eğlenir, oynar ve özgüvenlerini geliştirebilirler. Çocukların çoğu açık havada olmaktan hoşlanır ve toprak kazmayı, kirlenmeyi, bir şeyler oluşturmayı ve bitkiler büyürken izlemeyi sever. Buna rağmen bugünün çocukları bahçelerden ve bahçecilik işleri deneyiminden yoksundurlar. Bu araştırmanın amacı, çocuklar için sadece okulda değil aynı zamanda kentsel park ve peyzaj alanlarında bahçe ve bahçe işlerinin faydalarını araştırmaktır. Ayrıca araştırmanın  başka bir amacı ise peyzaj mimarlığında bahçe işleri için yer seçimi ve tasarımı ilkelerini belirlemektir. Çocuk bahçeleri ve bahçe programlarının çocuklar için fiziksel, psikolojik, eğitimsel ve sosyal olarak uzun süreli fayda sağladığı görülmüştür. Bahçe ve içeriklerinin özellikle çocuklar için tasarlanmış ve  ölçeklendirilmiş olması gereklidir. 

References

• Acar, H., 2013. Landscape Design for Children and Their Environments in Urban Context. InTech.
• Alexander, J., North, M., & Hendren, D. K. 1995. Master Gardener classroom garden project: An evaluation of benefits to children. Children’s Environments, 12, 256–263.
• Blair, D., 2009. The Child in the Garden: An Evaluative Review of the Benefits of School Gardening, The Journal of Environmental EducationVolume 40, Issue 2, January 2009, pages 15-38.
• Bixler, R. D., Floyd, M. F., Hammitt, W. E., 2002. Environmental socialization: Quantitative tests of the childhood play hypothesis, Environment and Behavior, 34, 6, 795-818.
• Bunn, D. E., 1986. Group cohesiveness is enhanced as children engage in plant stimulated discovery activities. Journal of Therapeutic Horticulture, 1: 37–43, 1986.
• Canaris, I., 1995. Growing foods for growing minds: Integrating gardening and nutrition education into the total curriculum. Children’s Environments, 12, 264–270.
• Chawla, L., ed., 2002. Cities for human development. Growing up in an urbanising world. London: UNESCO Publishing, 15–34.
• Chawla, L., 1991. “Ecstatic Places.” Children’s Environments Quarterly 7: 18–23.
• Chawla, L., 1992. “Childhood Place Attachments.” In Place Attachment. Human Behavior and Environments, edited by I. Altman, and S. M. Low, vol. 12, 63–86. New York: Plenum Press.
• Cobb, E., 1977. The Ecology of Imagination in Childhood, New York, Columbia University Press.
• Crain, W., 2001. Now Nature Helps Children Develop. Montessori Life, Summer 2001.
• Day, C. and Midbjer, A., 2007. Environment and children. Oxford: Elsevier.
• Derr, T., 2008. ‘Sometimes birds sound like fish’: Perspectives on children’s place experiences, (in: Children and Their Environments, Edited by Christopher Spencer and Mark Blades), Cambridge University Press, New York, 108-123.
• Demas, S., 1979. School gardens and environmental education. Nature Study, 32(3), 3–5.
• Draper, C. and Freedman, D., 2010. Review and analysis of the benefits, purposes, and motivations associated with community gardening in the United States. J Community Pract.,18(4), 458-492.
• Eberbach, C., 1987. Gardens from a child’s view—an interpretation of children’s art-work. Journal of Therapeutic Horticulture, 2: 9–16, 1987.
• Evernden, N., 1992. The social creation of nature. Baltimore, MD: John Hopkins University Press.
• Kuo, F. E., Taylor A. F. , 2004. A Potential Natural Treatment for Attention-Deficit/Hyperactivity Disorder: Evidence From a National Study. American Journal of Public Health, 94(9), 1580-1586.
• Faber Taylor, A., Kuo, F. E., Sullivan. W. C., 2002. “Views of Nature and Self-discipline: Evidence from Inner City Children.” Journal of Environmental Psychology 22: 49–63.
• Faber Taylor, A. and Kuo, F.E., 2006. Is contact with nature important for healthy child development? State of the evidence. In: C. Spencer and M. Blades, eds. Children and their environments: learning, using and designing spaces. Cambridge: Cambridge University Press, 124–140.
• Finch, K., 2004. Extinction of experience: A challenge to nature centers? (Or, how do you make a conservationist?) Directions: The Journal of the Association of Nature Center Administrators, Special Issue, 1–7.
• Fjortoft, I. 2000. “The Natural Environment as a Playground for Children. The Impact of Outdoor Play Activities in Pre-Primary School Children.” Early Childhood Education Journal 29: 11–117.
• Francis, M., Lorenzo, R., 2002. Seven realms of children’s participation. Journal of Environmental Psychology, 22, 157–169.
• Hart, R., 1994. Fostering earth stewardship. American Horticulturist, 5–6 July.
• Heerwagen, J.H. and Orians, G.H., 2002. The ecological world of children. In: P.H. Kahn, Jr and S.R. Kellert, eds. Children and nature: psychological, sociocultural, and evolutionary investigations. Cambridge, MA: The MIT Press, 29–64.
• Kahn, P.H, Jr. and Kellert, S.R., eds, 2002. Children and nature: psychological, sociocultural, and evolutionary investigations. Cambridge, MA: The MIT Press.
• Kals, E., Ittner, H., 2003. Children's Environmental Identity, Indicators and Behavioral Impacts, in Identity and the Natural Environment, The Psychological Significance of Nature, Clayton, Susan and Opotow, Susan (eds), The MIT Press, Cambridge, Massachusetts.
• Kaplan, R., Kaplan, S., 1989. The Experience of Nature. Cambridge: Cambridge University Press.
• Klemmer, C. D., Waliczek, T. M., & Zajicek, J. M. , 2005. Growing minds: The effect of a school gardening program on the science achievement of elementary students. HortTechnology, 15, 448–452.
• Kleiber, D. A., 1999. Leisure experience and human development: A dialectical interpretation. New York: Basic Books.
• Kien, C. L. A. R. C.: 2003. Physical activity in middle school-aged children participating in a school-based recreation program. Archives of Pediatric Adolescent Medicine, 157: 811–815, 2003.
• Kong, L., 2000. Nature’s dangers, nature’s pleasures: urban children and the natural world. In: S.L. Holloway and G. Valentine, eds. Children’s geographies: playing, living, learning. London: Routledge, 257–271.
• Kuo, F. E., Taylor A. F., 2004. A Potential Natural Treatment for Attention-Deficit/Hyperactivity Disorder: Evidence From a National Study. American Journal of Public Health, 94(9), 1580-1586.
• Lekies K. S. & Eame- Sheavly M E., 2007. Fostering Children's Interests in Gardening, Applied Environmental Education & Communication, 6:1, 67-75, DOI: 10.1080/15330150701319362.
• Lekies, K. S., Eames-Sheavly, M. Wong, K. J., & Ceccarini, A., 2006. Children’s garden consultants: A new model of engaging youth to inform garden design and programming. HortTechnology, 16, 139–142.
• Lineberger, S. E., & Zajicek, J. M., 2000. School gardens: Can a hands-on teaching tool affect students’ attitudes and behaviors regarding fruits and vegetables? HortTechnology, 10, 593–597.
• Lohr, V. I., & Pearson-Mims, C. H., 2005. Children’s active and passive interactions with plants influence their attitudes and actions toward trees and gardening as adults. HortTechnology, 15, 472–476.
• Lucas, B., 1995. Learning through landscapes: An organization’s attempt to move school grounds to the top of the educational agenda. Children’s Environments, 12, 233– 244.
• Martensson, F., M. Jansson, M. Johansson, A. Raustorp, M. Kylin, and C. Boldemann. 2014. “The Role of Greenery for Physical Activity Play at School Grounds.” Urban Forestry & Urban Greening 13: 103–113.
• Moore, R. C., 1995. Children gardening: First steps towards a sustainable future. Children’s Environments Quarterly,12(2), 222–232.
• Moore, R.C. and Cooper-Marcus, C., 2008. Healthy planet, healthy children: designing nature into the daily spaces of childhood. In: S.R. Kellert, J.H. Heerwagen and M. Mador, eds.
• Moore, R., C., Wong, H., H., 1997. Natural Learning: creating environments for rediscovering nature’s way of teaching, (Berkeley: MIG Communications) Biophilic design: the theory, design and practice of bringing buildings to life. Hoboken, NJ: Wiley, 153–203.
• Morris, J., 2010. Gardens for Learning, National Gardening Association publications, California.
• Nabhan, G. P., & Trimble, S., 1994. The geography of childhood: Why children need wild spaces. Boston: Beacon Press.
• Nelson, J., Erens, M. B., Bates, B. Church, S., Bosher, T., 2007. Low income diet and nutrition survey. Volume 3 Nutritional status, physical activity, economic, social and other factors. London: Food Standards Agency The Stationary Office, UK.
• O’Brien, L., Murray, R., 2005. ‘Forest schools in England and Wales: woodland space to learn and grow’, Environmental Education, Autumn, pp. 25 – 27.
• Ohio Master Gardners, 2000. Gardening with children and youth, Resource Guide, Ohio State University Extension.
• Pyle, R. M., 2002. Eden in a vacant lot: Special places, species, and kids in the neighborhood of life, (in: Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations, Edited by Peter H. Kahn, Jr. and Stephen R. Kellert) The MIT Press, London, 305-327.
• Pothukuchi, K., 2004. Hortaliza: A youth “nutrition garden” in southwest Detroit. Children, Youth, and Environments, 14, 124–155.
• Ratcliffe, M. M., K. A. Merrigan, B. L. Rogers and J. P. Goldberg, 2011. Behaviors Associated With Vegetable Consumption. The Effects of School Garden Experiences on Middle School-Aged Students' Knowledge, Attitudes, and Behaviors Associated With Vegetable Consumption. Health Promotion Practice, 12,1, 36-43.
• Smith, S. J., 1998. Risk and our Pedagogical Relation to Children: On Playground and Beyond. New York: State University of New York Press.
• Skar, M., Gundersen, V., O'Brien L., 2016. How to engage children with nature: why not just let them play?, Children's Geographies, DOI:10.1080/14733285.2015.1136734.
• Skelly, S. M., Zajicek, J. M. 1998. The effect of an interdisciplinary garden program on the environmental attitudes of elementary school students. HortTechnology, 8, 579–583.
• Tai, L., Haque, M.T., McLellan, G.K., Knight, E.J., 2006. Designing outdoor environments for children: Landscaping, schoolyards, gardens, and playgrounds, McGraww-Hill Companies, USA.
• Waliczek, T. M., & Zajicek, J. M. 1999. School gardening: Improving environmental attitudes of children through hands-on learning. Journal of Environmental Horticulture, 17, 180–184.
• Wake S.J., 2008. ‘In the best interests of the child’: juggling the geography of children's gardens (between adult agendas and children's needs), Children's Geographies, 6:4, 423-43.
• Wells, N. M., 2000. At Home with Nature Effects of “Greenness” on Children’s Cognitive Functioning. Environment and Behavior November, 32 (6), 775-795.
• Wells, N. M., G. W. Evans. 2003. “Nearby Nature: A Buffer of Life Stress among Rural Children.” Environment & Behavior 32: 775–795.
• Williams, P. N. and Mattson, R. H. 1988. Horticultural activities and demographic factors influence children’s self-esteem. Journal of Therapeutic Horticulture, 3: 39–54, 1988.
• Wright, B., 2013, Cultivating Gardens For Improved Health, The Got Dirt? Garden Initiative is funded by the UW-School of Medicine and Public Health’s Wisconsin Partnership Program.