Improving Peer Relations of Elementary School Students through a School Gardening Program

Abstract

<jats:p>For older elementary school students, amicable peer relationships are important to meeting developmental challenges, such as socialization. Thus, in this study, the effectiveness of a school gardening program to promote positive social relationships among elementary school students was assessed. The participants in this study were fifth and sixth grade students from four elementary schools in Wonju, South Korea. The experimental and control groups consisted of 123 students each (total 246) from fifth and sixth grade classrooms. The gardening program included a range of activities, such as sowing seeds and harvesting produce, and was designed to improve peer status, peer relations, and sociality. The program was embedded in the school curriculum; sessions were 90 minutes per week for 10 weeks from 16 April through 25 June 2012. The results revealed the school gardening program brought about meaningful differences in both persistence of friendship (<jats:italic>P</jats:italic> = 0.04) and adaptability between friends (<jats:italic>P</jats:italic> = 0.03), which were subcategories of peer relationships, in the experimental group. There were also significant improvements in sociality (<jats:italic>P</jats:italic> &lt; 0.001) and its various subcategories, especially in law-abiding (<jats:italic>P</jats:italic> &lt; 0.001) and collaboration (<jats:italic>P</jats:italic> &lt; 0.001). Finally, the peer status results showed that there was significantly a greater increase in the peer status after the school gardening program, but there was no significant change in the control group. In conclusion, the school gardening program for elementary school students had a positive influence on peer relationships, sociality, and peer status. Implementing a garden program in schools will effectively contribute to the improvement of social relationships among elementary school students.</jats:p>

Horticultural Activity Interventions and Outcomes: A Review

“…Working in a garden with friends, colleagues, or family members also provides an opportunity to improve life skills, such as teamwork, cooperation, accomplishment of goals, self-confidence, self-expression, and the ability to accept the decisions of others (Choi, 2007;Kim, 2006;Song, 2002;Song, 2008;Yoon, 2001). Kim et al (2014) reported that 123 elementary school students experienced improved peer relations, peer stature, and sociality after participating in 10 weekly sessions of gardening intervention. Gardening also provides enjoyment and fun; continuous participation in gardening represents part of a physically active lifestyle.…”

Horticultural Activity Program for Improving Emotional Intelligence, Prosocial Behavior, and Scientific Investigation Abilities and Attitudes in Kindergarteners

“…Children's experiences in gardens or in observing the plant growth process in cooperation with their peers provide opportunities for emotional development (Kim et al, 2014). Working cooperatively with plants in gardens provides children with various emotional experiences and opportunities to understand others' feelings.…”

“…A study by Hwang (2004) of a 10-week gardening program showed significant improvements in helping, sharing, and cooperation skills among children aged 4 to 5 years. Kim et al (2014) reported that elementary school children improved in the areas of persistence and adaptability within peer relationships, as well as compliance with classroom rules and collaboration with classmates by participating in a school gardening program. Waliczek et al (2001) reported that school gardens had positive effects on Table 5.…”

Care Farming Program for Family Health: A Pilot Study with Mothers and Children

“…Another study reported improved parent self-efficacy and self-esteem and mitigated parenting stress among mothers who participated in a six-week care farming program, as compared to a control group [28]. In other studies, children were found to have improved overall health outcomes, including physical and physiological (e.g., physical activity and cortisol levels), psychological (e.g., emotional intelligence, eco-friendly attitude, and self-esteem), cognitive (e.g., attention and concentration, and creativity), social (e.g., peer relationships and social ability), educational (e.g., scientific attitude and exploration ability), and behavioral (e.g., dietary habits) improvements [24,[29][30][31][32][33][34][35][36][37][38]. However, most studies conducted to date have only explored the effects of care farming programs for individuals such as adult women or children, and have not focused on the relationships or interactions between family members within a family care farming program.…”