To view this page ensure that Adobe Flash Player version 11.1.0 or greater is installed.
DOUBLE TAP TO ZOOM WITH PHONE OR TABLET emotional development and how changes in our society and the physical land- scape have impacted childhood over the past few decades. In chapter 1, you will come to understand the scientifically proven ben- efits of letting children get dirty. We discuss the international movement to connect children with nature. We also explore the deficit many children have in their understanding of the source of their food and how food moves from seed to table. The role of the teacher is examined as we seek to assure teachers of their competence and capability in gardening with young children. The sec- tion “What the Teacher Needs to Know” actually applies to anyone who works with young children, whether that person is a teacher, parent, grandparent, nanny, curriculum coordinator, caregiver, or “educarer.” We also share infor- mation for administrators about some of the obstacles they may face as they begin building support for a garden program. The subject of chapter 2 is engaging children in gardening. We want chil- dren to be intensely involved, not just observers. This happens when garden projects and plans develop from the children’s own interests. It results in the most meaningful learning. In chapter 2, we discuss how to prepare the chil- dren for gardening through exposure to materials and experiences in the class- room, how to help children discover what their interests are, and how to build a garden curriculum based on those interests. Chapter 2 covers specific tech- niques teachers can use, such as “think aloud,” talking tubs, and talking and thinking floorbooks. We also discuss in depth how to maintain intellectual integrity in the curriculum, that is, how to assure that what you are teaching the children is worth learning, that the material being presented is true to the discipline, and that the children can relate the content to their lives in a real way. In chapter 2, we explain how understanding concepts can help us both in our planning and in our teaching. We discuss the creation of concept webs, which can help you come up with questions you want to answer during the life of your project, building a road map for your curriculum. In this chapter, you will also learn how you can build an integrated curriculum incorporating various content areas and how the project approach fits into the garden cur- riculum. We share how to interact with children in the garden, facilitate peer interactions, and foster learning by asking good questions and using the scien- tific process. Chapter 2 guides you through engaging children in fieldwork and giving specific suggestions for preparation and follow-up. We also share ideas for using technology for both research and documentation. Finally, we include an extensive section on how to integrate what is going on outside in the gar- den with your indoor classroom. Chapter 3 walks you through the process of planning your garden. We begin by helping you explore your goals. We provide an inventory to help you select your garden site. We share ideas for involving children, teachers, xvi • Introduction to the Second Edition COPYRIGHTED MATERIAL