Start with a Seedling: Uncovering the Kindergarten Language and Literacy Curriculum One Leaf at a Time

Lyndsay Moffatt

doi:10.20360/g2rc84

Abstract

While recent research has documented a myriad of benefits to school gardening and food programs, many educators and administrators voice concerns that such programs detract from the provincially mandated curriculum and few researchers have investigated how school gardening and food programs may support language and literacy curriculum expectations. Using a content analysis of transcripts of audio data from a school gardening and food program that matched 24 kindergarten children with 17 adult and young adult volunteers, this study illustrates how such a program may help support mandated language and literacy curriculum. Analysis suggests the children involved in the program practiced important oral language skills, such as asking questions and expressing experiences with their garden buddies at a high frequency.

Highlights

IntroductionThe work of scholars such as Bang-Jensen (2012), Bowers (2011), Cutter-Mackenzie (2009), Pascoe and Wyatt-Smith, (2013) Schneider, Kozdras, Wolkenhauer, and Arias (2014), and Yagelski (2005), amongst others, can be seen as part of a nascent movement investigating how we might shift language and literacy education and research to consider literacies for environmental sustainability as New Literacies or as New Basics (Luke, 2001; Stibbe, 2009)
In a recent talk about the future of education and multiliteracies, Luke and Robson (2015), assert that the future of our species depends on our ability to address current issues in education
Shep (Child): Aiden, what else do you grow?. In examining these data, we can say with some assurance, that this school gardening and food program supported many of the mandated provincial language and literacy curriculum expectations

Summary

Introduction

The work of scholars such as Bang-Jensen (2012), Bowers (2011), Cutter-Mackenzie (2009), Pascoe and Wyatt-Smith, (2013) Schneider, Kozdras, Wolkenhauer, and Arias (2014), and Yagelski (2005), amongst others, can be seen as part of a nascent movement investigating how we might shift language and literacy education and research to consider literacies for environmental sustainability as New Literacies or as New Basics (Luke, 2001; Stibbe, 2009). This paper focuses primarily on how literacy educators interested in environmental sustainability might work within the current ideology of accountability where delivering provincially mandated curricula is often seen as the primary, or sole function of schools, teachers and administrators.

Methods

Results

Discussion

Conclusion