School garden in cooperation with an organic farm: Impact of direct experiences on knowledge about vegetables and their growing as well as on childrens' attitude towards consumption of vegetables

摘要

A school garden offers possibilities for experimental learning about healthy eating, whereas children raise awareness about the origin of the food, about development, growing and processing of vegetables. Only through active participation in such activities will we be able to make better-informed choices about what food to eat, how to treat the earth, which is a source of livelihood, and strive for the self-sufficiency of our nation. A direct contact with the work of a farmer can improve the attitude towards the green professions and towards taking decision about employment in environmentally friendly professions. In our research, we investigated how much children of the first triad know vegetables, their origin, as well as development, and if we can improve the knowledge of children and their attitude towards eating vegetables with active involvement in activities of growing food. By integrating the children in activities which provide direct farm work experiences, we also examined if we can improve the attitude of the children towards the profession of a farmer. We prepared the activities with the group of children from the first triad that attended the natural science class in school. For half a year, we cultivated the school garden and planted vegetables, cereals, herbs and strawberries, looked after them and, at the appropriate time, we prepared tasteful snacks from our own products. The activities in the garden were closely associated with the activities at the organic farm Porta, where children became acquainted with organic food production – we learned about the farmer’s work, the meaning of organic farming, of domestic farm animals, as well as animals that live in the garden soil, the processing of cereals, agricultural implements and machines. Before and after the activities, we made individual interviews with the experimental and control group. Children who were involved in the activities were much better in recognising and naming of vegetables. They had also a much more precise idea about development of vegetables. We proved that the experiences with growing and processing of vegetables have a positive impact on the view of children about eating vegetables since they liked them more after the activities than before. Their attitude towards the profession of the farmer improved as well. We noted that growing vegetables in school garden enables the discovery of the lawfulness of nature, enhances a healthy lifestyle, educates us for sustainable development and includes learning with head, heart, and hands. Gardening has great importance for children and it should become an obligatory part of activity in every educational unit.