Parent and Teacher Perceptions of Community Garden Experiences for Preschool-aged Children

Abstract

Objective: To explore the perceptions, barriers and feasible strategies for utilizing community garden experiences with preschool-aged children and their families to enhance liking, increase intake and increase home availability of vegetables. Study Design, Setting, Participants, and Intervention: A series of 5 focus group interviews were conducted with parents (n1⁄417) and teachers (n1⁄411) recruited from a Head Start Program and Early Childhood Center in the St. Paul metropolitan area. Outcome,Measures andAnalysis:Qualitative analysis procedures (constant comparative method) were used to analyze the data. Results: The majority of parents and teachers were female (59% parents; 91% teachers) and were African American (76% parents; 64% teachers). The mean age of parents was 34 years versus 43 years for teachers. Emerging themes suggested that gardening experiences could positively impact the fruit and vegetable preferences of young children and could help a child learn patience, determination, and other important life skills. Potential barriers identified were limited resources, living in an urban environment, limited knowledge, time and physical ability. Conclusions and Implications: Information learned will guide development of a pilot community garden intervention targeting preschool-aged children and their families. Funding: Summer Scholars Program and an Academic Professional Development Grant; St. Catherine University