Findings and Data Analysis The findings and data analysis part
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Findings and Data Analysis The findings and data analysis part of the study will depict an overall summary about themajor findingswhichareobtainedafterthedatawascollected.Furthermore, appropriate points associated with the topic are being discussed. The findings will help in recognising the same as well as variable themes which will be obtained from the evidence of practice in the selected setting and steps will be taken to analyse the data with respect to the study participants i.e., children, their parents as well as the other staff members, the defined situation as well as my thoughts on problems which are recognized.Furthermore,inthemethodssection,itwasstatedthatthepresent research will be based on qualitative research method involving action research and observation. Hence, in maintaining the rule of readiness for reason, my information investigation will comprise of an elucidation of the findings as far as the implications that the study participants brought about, in connection with evidence produced from my very own perceptions and individual experience. My examinations and introduction of thisqualitativedataresearchmethodwillcompriseofarepeatingpatternofthe clarification of the findings drawn from my discoveries pursued by a basic discussion of the significant themes obtained after analysing the data collected. An outline of the main themes that came from this data is presented in the following table: Theme 1: Children's understanding of gardening: planting as a part growth and development,givingmoreopportunities,communicationenhancedbyincluding activities like placing seeds in pots, scooping up dirt and pouring water needs and requiring fine motor strength and control. Theme 2: Practitioner helping children to practice their locomotor; body management skills, object control skills while moving from one place to another carrying soil, water or soil. Theme 3: Sense of belonging; ability to touch as well as feel, recognising the vibrant colour as well as varied sizes of the plants, getting familiar with the scent of the flower and vegetables. Theme 4: Enhancing the cognitive skills of the children; prolonged exposure to the activities, developing the sense of which plants needs more sunlight, which plants needsmorewatertosurviveandhowlongeachplanttakestimetogrow, remembering things more clearly when practically experiencing. Theme 5: a sense of responsibility; concept of care, understanding that it is crucial to water seeds in order to grow healthy plants, gardening as early childhood activities.
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The major findings from the data collection states that there is variation among the findings that were obtained from the questionnaires. The observations differentiate with each other based on the activity performed. I further recognised that variability in the activities results in variation of the findings such as while performing the activity of gardening, the practitioner observed that the children are differentiated at the level of communication as during planting the children were able to communicate in some observations while some were unable to do that and were more focused on planting and were not willing to communicate. The outcome of the activity helps me to state that the schools providing inner and outer physical activities helps in providing opportunities for thechildrentocommunicateandenhancetheirbehaviour(DhrubaRaj,2015). Programs and activities such as gardening based on education is essential for children as they are investing more time in school as well as day care. Consequently, with the increased time spent in education there should be enhancement in the time of physical activity in such type of settings(Dilip and Thomas, 2017). Iobservedthatthegardeningprogrammesinschoolarefoundtobeahelpful intervention for improving children’s vegetable intake as reported in various research studies depicting the role of gardening in education to improve the understanding of the children behind certain queries as well as their knowledge and various choices which tends to enhance their taste of the vegetables that they grow, allow the results to input positive changes in them related to their attitudes for consuming vegetable(Evans et al., 2016). As recorded in Observation 1. While planting potatoes in the garden, we learnt how to plant them as we decided to put the children in groups of 6 dividing the boys and girls in the group of 4 and 2. The children were communicating during the planting as they were asking each other questions and talking about their experience of planting. I have observed that a lot of the children were talking about how they plant at home, while others had not experienced planting before. I believed that as soon as we started planting some of the children thought that certain foods that we plant came from the supermarket, however, as we began to plant more and more, they were able to understand that food doesn't just come from the supermarket and that food most of the time is grown, and sold in the supermarket. It has been recognized that theschool‐ based gardening as an intervention is considered to enhance the intake of fruits and vegetables and also help in promoting physical activity (Hanbazaza et al., 2015). School-based activities such as gardening programs have been recognised to affect the nutritional knowledge, intake proportion of fruits and vegetables while increasing the curiosity to try new type of foods. In the differential observations of the data the students get a chance to learn more about where the fruit and vegetables come from as well as they are able to differentiate properly between fruits and vegetables through gardening activities(Hutchinson et al., 2015). Furthermore, I also concluded that the children liked
the plan of gardening in the outer area as compared to indoor, moreover they liked gardening basically, they want to practice gardening more as they find the growth of plant interesting and are found to be more determined as it involved them to be more accurate in measuring which enhanced their communication while engaging with others to plant.Activities such as gardening has been recognized to help the students in application of the information which they have received in spite of memorizing it. Furthermore, school children are found to be growing up in urban community these days due to more movement of families from rural to urban places hence, children have less opportunity to interact with each other. Therefore, activities like gardening in school will help the students to communicate and interact with each other(Davis, Martinez, Spruijt-Metz & Gatto, 2016).I believe that most of the plants and fruits picked were quick to grow and that is why they were picked by in order for the children to see quick growth within what they were planting. The children witnessing the growth of the plant will help them to growemotionally, and physically which will have a direct effect on their whole development (Davis, Martinez, Spruijt-Metz & Gatto, 2016). Consequently, in Observation 2. When the children were asked to plant primrose flowers suggested that children were really enjoying the planting of flowers in school. The observations showed that the children were having fun which is due to several reasons such as actively participating outdoors while having fun in school, however, in specific as it make them to understand various new things and while having fun independently in a playful manner. The outcomes suggested that the children were communicating during the planting session as they were participating in the activity and interacting with one another, the children were excited to plant and learn about what they were planting. However, at the beginning there were lots of question from the children about what we were planting as most kids thought the seeds of the flowers came from the market or store, but as time went by they understood how flowers grow and how it taken to the market. Few of the children said they have planted with their parents, while few of the children were able to differentiate fruits from vegetable such as broccolibeingavegetableandapplebeingafruit.However,otherchildrenhad difficulties understand which were fruits and vegetables but we were explain to them and to let them know that both fruits and vegetables were good for the body. Keeping a consistency with earlier reported literature, various qualitative studies based on the experience of children on gardening(Kos and Jerman, 2019), my study depicts that the children are more feeling enthusiastic regarding planting in school while enjoying it to the fullest. Similarly, the evidence proposed byNury et al., (2017), in their study of children shows a clear depiction of them liking the outdoor planting activity. The earlier studies have depicted that the young children have a preference of hands- on training in outdoor environment as compared to traditional methods which are practiced inside the classroom using a textbook, and I recognised that they were
developing a highly positive attitude(Ohly et al., 2016). Furthermore, the children loved the activity as they were able to get their hands dirty and plant out in the sun. a lot of question were answered during the activities as they were quite curious and excited to know how long it takes to plant a seed. I was able to see that the children were engaging with one another, helping each other carefully and also paying attention during the activity. The children showed calmness, and also they showed signs of excitement, laughing getting their hands dirty when planting, taking measures while wetting the plant. I truly believe picking fruit and vegetables is to teach the children the process of growth and where our fruit and vegetable comes from, as most children thought it came from the market and also is to teach children how quick and easy is to grow a vegetable or fruit so they can partake in this activity with their parent or loved ones at home(Prasad Acharya, 2018). I related the outcomes of Observation 3. with other findings such as the children were very curious and were seen to be getting a sense of belonging and responsibility by looking after their own sown tomato plants with the help of 4 groups of children and while thinking about harvesting them followed by taking them home to eat the fresh vegetables. Such type of findings are recognised to be highly consistent with different research showing that children have experienced a feel of pride as well as achievement with a satisfaction while taking care of their own plants(Sarti et al., 2017). Our results showed that the initial reason behind the children’s engagement with gardening in school is to have fun while enhancing their cognitive skills which is found to be consistent with the results shown bySavoie-Roskos, Wengreen and Durward, (2017)in their study. I found that they were really excited and having funwhile planting and this activity was taken as enhanced messy play and understanding the world. However, I choose these plants because it educates the children about healthy eating. The findings from Observation 4, suggested that feeling enjoyment as well as fun is an essential component required for motivation which also helps in entailing the activities performed due to any type of external reward. Studies have shown that children having motivation to carry out any particular behaviour or deed displays high level of effort along with being committed and perseverance to show such behaviour(Corpus and Wormington, 2014). However, the Self Determination Theory as discussed byCorpus and Wormington, (2014)suggested that to nurture motivation and other qualities in children need 3 innate psychological requirements namely, autonomy, competence as wellasrelatedness.Gardeninginschoolhelpsinprovidingchildrenwithseveral chancestofaceandrelatethe3psychologicalrequirementswithdailyliving. Furthermore, up to some extent, it provides surroundings which provide support to the children’s autonomy, hence, helping them to set up their own garden in the future which they will be able to manage and care about on their own without the involvement of others. The outcomes of the findings suggest that the children were communicating with
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each other and in the midst of themselves. They got involved willingly and the quality of childhoodactivityenhancedtheirconfidence.Thechildrenbuildconfidencewhen participating in activities with their peers, while no specific reason have been identified in choosing specifically the spring onion plants along with the help of 4 children and the plants were chosen at random(Tumilowicz, Neufeld and Pelto, 2015). Moreover, in Observation 5 the children have been recognized to have experience while planting lettuce and pepper plants such as, planting with the help of tools or without it. The overall feeling of the children’s autonomy are found to be enhanced highly when they will harvest their plants as they will not be able to decide about the total number of plants they want to take with them, however, I also recognised that the children were kept free for deciding about the plants they want to take home and what they wanted to do with the plants after taking them home(Triador, Farmer, Maximova, Willows & Kootenay,2015).Additionally,thegardeningprojectsinschoolarefoundtobe extremely beneficialventures for experiencingseveralfeelings andenhancing the qualities in children such as competence as the findings suggest that the children have attained a feeling of achievement as well as pride which is the result of a rapid however, rewarding journey of planting new seeds in the school. The outcomes help me to understand that at a pointthe children were very engaged while they were trying to figure out how planting becomes food. However, some were only able to identify the names individually and were familiar with planting from home, while some took it as just another activity. I found that this activity can develop independence and self-confidence, which is why I choose to plant fruits and vegetables so the children will understand the difference between fruits and vegetables(Wells, Myers and Henderson, 2014). Taking steps into planting, sowing and supporting plants, while they grow and, collecting and appreciating the after effect of their diligent work helps the children to feel skillful, after a few planting exercises. Children were fit for cultivating appropriately without the assistance of teachers, utilizing planting tools in a right and safe way. I found that the activity helped them to have the courage to help others in their nearby social condition with planting. As such, school planting has associated with all the practitioners. When contrasting the program's formal objectives and children's objectives and their thoughts on the reason for planting, they appear to coordinate well. As experienced in a study Prasad Acharya, (2018), like the program objectives, members trusted that the principle motivations behind nursery planting were to show children how to plant appropriately, show them more nature and surroundings, plants, as well as vegetables, and empower them to collect, bring home, and expend new vegetables. Practically the outcomes suggested trusted that support in school planting would emphatically impact children intake of vegetables. Becoming familiar with vegetables, performing planting exercises in a garden, gathering, and bringing home self-developed vegetables was accepted to persuade children to attempt new vegetables or grow more vegetables. The significance
of the activity has been shown byHutchinson et al., (2015), a researcher in the field of strategy of inquiry for science and arithmetic realising, who thinks that children "build their own insight by effectively assuming responsibility for their learning" and that simply giving great instructing and quality course readings isn't adequate. This is in accordance with suggestions to organize instruction in such a way, that encourages children to assume responsibility for their adapting effectively by offering conversation, leading their owntests,encounteringandgainingfromthesuccessanddisappointments,and discussing their discoveries with others(Ohly et al., 2016). Furthermore,Kos and Jerman, (2019), displays this as 'participatory learning' and stresses the significance of giving children the chance to have ownership in their learning procedure. He states that children intended to be paid attention to, have options, and intended to be effectively included and counseled in their learning procedure. At the point when these conditions are met, participatory learning can happen in which children examine, collaborate, and gain from one another and grown-ups obtain a profitable chance to look and see how children understand their lives and their environment(Nury, Sarti, Dijkstra, Seidell & Dedding, 2017). I concluded that the children were engaging in a lot of communication as they were so excited, they couldn’t wait to plant and as they started planting they were comparing the way they were planting. I noticed that the children showed qualities of happiness and calmness as they were making sure they did not mess up what they were planting especially when it came to adding the right amount of water. There were different plants and vegetables and fruits picked, as it gave children a variety to pick from and see the process of which it grows. It should be known that allowing children to have a chance to experiment and extra exercises may not be great as certain time should be given for children to have the option to investigate and explore or play out extra exercises in nursery.(Hutchinson et al., 2015). Conclusion and Relevance The findings of the data collected and the analysis add to the current proof that school planting programs are a promising and fun route for children to encounter nature while learning about the advancements of vegetables, plants and fruits. This may upgrade children's natural inspiration for cultivating and vegetable utilization. To accomplish more planting done by the children, practitioners cannot just focus on the best way to inspire children to devour more vegetables, however on the best way to make strong conditions that upgrade children characteristic inspiration to attempt planting new things ontheirownbyfulfillingtheirrequirementsforself-governanceandcapability. Participation could be made to make a superior harmony among structure and self- sufficiency to pick, analyse and investigate as wellbeing advancement programs for childrenarefrequentlyplannedandactualisedinanorganizedtop-downway. Moreover, the possibility and number of planting has to be assessed to guarantee that
they can be finished inside the time accessible. This incorporates observe whether and how children planting time can be expanded. It also incorporates surveying whether it is gainful to provide children with extra guidance that encourages them to plant on their own and empower them to work at their own pace. The majority of this requires the association of children in the improvement and assessment of projects. As the essential interventions, children should be comprehended and should experience what works and what does not, which can differentiate weaknesses and give significant contribution to enhancements. Furthermore, children thought of connection might be improved by including guardians or parents in the program, making a connection between the nursery garden enclosures and the home of the children itself. Furthermore, further research has to assess whether upgrades in planting programs are prompting higher, practical dimensions of children's understanding of gardening, planting as a part of growthanddevelopment,givingmoreopportunities,communicationenhancedby including activities and pouring water needs and requiring fine motor strength and control. It will also help the practitioner helping children to practice their locomotor; body management skills, object control skills while working on enhancing the sense of belonging, responsibility, and cognitive skills, and the ability to touch as well as feel, recognising the vibrant colour as well as varied sizes of the plants, getting familiar with the scent of the flower and vegetables. References Corpus, J. and Wormington, S. (2014). Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis. The Journal of Experimental Education, 82(4), pp.480-501. Dhruba Raj, B. (2015). Effect of School Vegetable Gardening on Knowledge, Willingness and Consumption of Vegetables in Mid-hills of Nepal. International Journal of Horticulture. Dilip, S. and Thomas, A. (2017). Constraints Perceived by Students in School Vegetable Gardening. JOURNAL OF EXTENSION EDUCATION, 29(1), p.5818.
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Davis, J., Martinez, L., Spruijt-Metz, D., & Gatto, N. (2016). LA Sprouts : A 12-Week Gardening, Nutrition, and Cooking Randomized Control Trial Improves Determinants of Dietary Behaviors. Journal Of Nutrition Education And Behavior, 48(1), 2-11.e1. doi: 10.1016/j.jneb.2015.08.009 Evans, A., Ranjit, N., Fair, C., Jennings, R. and Warren, J. (2016). Previous Gardening Experience and Gardening Enjoyment Is Related to Vegetable Preferences and Consumption Among Low-Income Elementary School Children. Journal of Nutrition Education and Behavior, 48(9), pp.618-624.e1. Hanbazaza, M., Triador, L., Ball, G., Farmer, A., Maximova, K., Alexander First Nation and Willows, N. (2015). The Impact of School Gardening on Cree Children's Knowledge and Attitudes toward Vegetables and Fruit. Canadian Journal of Dietetic Practice and Research, 76(3), pp.133-139. Hutchinson, J., Christian, M., Evans, C., Nykjaer, C., Hancock, N. and Cade, J. (2015). Evaluation of the impact of school gardening interventions on children's knowledge of and attitudes towards fruit and vegetables. A cluster randomised controlled trial. Appetite, 91, pp.405-414. Kos, M. and Jerman, J. (2019). Gardening Activities At School And Their Impact On Children’s Knowledge And Attitudes To The Consumption Of Garden Vegetables. Problems of Education in the 21st Century, 77(2), pp.270-291. Leuven, J., Rutenfrans, A., Dolfing, A., & Leuven, R. (2018). School gardening increases knowledge of primary school children on edible plants and preference for vegetables. Food Science & Nutrition, 6(7), 1960-1967. doi: 10.1002/fsn3.758 Nury, E., Sarti, A., Dijkstra, C., Seidell, J., & Dedding, C. (2017). Sowing Seeds for Healthier Diets: Children’s Perspectives on School Gardening. International Journal Of Environmental Research And Public Health, 14(7), 688. doi: 10.3390/ijerph14070688 Ohly, H., Gentry, S., Wigglesworth, R., Bethel, A., Lovell, R. and Garside, R. (2016). Erratum to: A systematic review of the health and well-being impacts of school gardening: synthesis of quantitative and qualitative evidence. BMC Public Health, 16(1). Prasad Acharya, K. (2018). Inquiry-Based Science Learning Through School Gardening Activities: Wonderful Experience Through Participatory Action Research. International Journal of Elementary Education, 7(3), p.40. Sarti, A., Dijkstra, C., Nury, E., Seidell, J. and Dedding, C. (2017). ‘I Eat the Vegetables because I Have Grown them with My Own Hands’: Children's Perspectives on School Gardening and Vegetable Consumption. Children & Society, 31(6), pp.429-440. Savoie-Roskos, M., Wengreen, H. and Durward, C. (2017). Increasing Fruit and Vegetable Intake among Children and Youth through Gardening-Based Interventions: A Systematic Review. Journal of the Academy of Nutrition and Dietetics, 117(2), pp.240-250. Tumilowicz, A., Neufeld, L. and Pelto, G. (2015). Using ethnography in implementation research to improve nutrition interventions in populations. Maternal & Child Nutrition, 11,
pp.55-72. Triador, L., Farmer, A., Maximova, K., Willows, N., & Kootenay, J. (2015). A School Gardening and Healthy Snack Program Increased Aboriginal First Nations Children's Preferences Toward Vegetables and Fruit. Journal Of Nutrition Education And Behavior, 47(2), 176-180. doi: 10.1016/j.jneb.2014.09.002 Wells, N., Myers, B. and Henderson, C. (2014). Study protocol: effects of school gardens on children’s physical activity. Archives of Public Health, 72(1).