Gardening with grandparents: an early engagement with the science curriculum

Abstract

In many cultures, elders are revered within the extended family as a source of wisdom gained from long experience. In Western societies, this role has been marginalised by changes in family structure, and grandparents' significant contribution to children's upbringing often goes unacknowledged. A research study with families of 3-6 year olds in East London reveals how grandparents from a variety of cultural backgrounds passed on knowledge about growing fruit and vegetables to their grandchildren through joint gardening activities. Children learned to identify different plants, and to understand conditions and stages of plant growth. Grandparents from Bangladesh introduced children to a wide range of fruits and vegetables, and concepts were reinforced through bilingual communication. Analysis shows that these intergenerational learning encounters fostered children's scientific knowledge in ways that supported and extended curriculum work in the early years.

A sciencing programme and young children's exploratory play in the sandpit

“…There have been qualitative studies of sciencing programmes that give rich descriptions and theoretical insights into very young children's learning processes during playful interactions with adults (Aubrey et al, 2003;Pramling Samuelsson & Pramling, 2009;Ruby, Kenner, Jessel, Gregory, & Arju, 2007). These studies have focused on scaffolding processes and mechanisms by which adult-child interactions can support young children's development of science skills, and on differences in adults' teaching styles and children's learning styles.…”

The role played by grandparents in family support and learning: considerations for mainstream and special schools

“…Research has demonstrated the importance of intergenerational learning between grandparents and their grandchildren, frequently utilising a ‘special relationship’ that is felt to exist between the two generations (Al‐Azami, 2006). This has recently been highlighted within two UK‐based pilot studies undertaken by the Basic Skills Agency (Al‐Azami, 2006; Gyllenspetz, 2007) and Goldsmiths College, London University (Gregory, Arju, Jessel, Kenner and Ruby, 2007; Jessel, Gregory, Arju, Kenner and Ruby, 2004; Kenner, Arju, Gregory, Jessel and Ruby, 2004; Kenner, Ruby, Jessel, Gregory and Arju, 2007; Ruby, Kenner, Jessel, Gregory and Arju, 2007). Both pilot studies worked with small groups of white English and black and minority ethnic grandparents (providing non‐custodial care) and their grandchildren (early years and primary school age).…”

“… involving grandparents in school learning as volunteer helpers, with grandparents listening to children read and helping out with school activities (Kenner, Arju, Gregory, Jessel and Ruby, 2004; Kenner, Ruby, Jessel, Gregory and Arju, 2007; Ruby, Kenner, Jessel, Gregory and Arju, 2007); Strom and Strom (1995) stress the need for schools to develop a planned programme of support and guidance for grandparents, both introductory and ongoing; inviting ‘family members’, including grandparents, into schools for events such as assemblies, progress report meetings and information evenings (Al‐Azami, 2006); acknowledging the important role of grandparents in children's lives and the support they provide by hosting specific grandparent events/days on the curriculum including intergenerational projects: for example, children learning about different generations, especially the role of grandparents in different families (Al‐Azami, 2006); thinking creatively how to involve grandparents geographically distanced from their grandchildren; pilots such as Gyllenspetz's (2007) have developed school projects using letter writing, videos/CDs and the internet in order to involve grandparents actively in their child's learning. …”

“…involving grandparents in school learning as volunteer helpers, with grandparents listening to children read and helping out with school activities (Kenner, Arju, Gregory, Jessel and Ruby, 2004; Kenner, Ruby, Jessel, Gregory and Arju, 2007; Ruby, Kenner, Jessel, Gregory and Arju, 2007); Strom and Strom (1995) stress the need for schools to develop a planned programme of support and guidance for grandparents, both introductory and ongoing;…”

Gardening Activities at School and Their Impact on Children’s Knowledge and Attitudes to the Consumption of Garden Vegetables

“…Furthermore, gardening has been shown by several studies to benefit the development of children with special needs (Hutchinson -Harmon, 2009;Rye, Selmer, Pennington, Vanhorn, Fox, & Kane, 2012). In terms of social benefits, a school garden can be a good place for making inter-generational connections (Latimer, 1995;Ruby, Kenner, Jessel, Gregory & Arju, 2007;Mayer-Smith, Bartosh & Peterat, 2009), strengthening ties with the local community (Brink & Yost, 2004;Cutter-Mackenzie, 2009;Nimmo & Hallet, 2008;Starbuck & Olthof, 2008), and acquiring and developing a positive attitude to the professions involved in the food chain (Dillon, Rickinson, Sanders, & Teamey, 2005). Williams and Dixon (2013), Berezowitz, Bontrager Yoder and Schoeller (2015), and Ohly, Gentry, Wiggelsworth, Bethel, Lovell and Garside (2016) carried out systemic reviews on how gardening as part of the educational process influenced both academic performance and dietary outcomes.…”