Double Tap TO ZOOM WITH PHONE OR TABLET
volunteers, and others in decisions about the type of garden to construct and
the garden design. Chapter 3 covers the advantages and disadvantages of dif-
ferent types of gardens, including container gardens, raised beds, in-ground
gardens, gardens grown vertically on a wall or fence, and rooftop gardens.
We also offer sample garden plans with themes to help you get started.
Throughout chapter 3, we include lots of tips for including children in the gar-
den planning process.
In chapter 4, we explain how to build your garden. We begin by shar-
ing suggestions for obtaining resources, materials, and funding, as well as
true stories from programs that have been successful in procuring outside
resources. We discuss how to involve the children in building the garden and
why it is important. Chapter 4 provides specific details about building each
type of garden presented in the book—selecting construction materials based
on your garden plan, acquiring labor and materials, and then building your
garden. Chapter 4 also covers plant selection and many related considerations,
such as whether to plant from seed or transplants. Selection is discussed
in relation to garden conditions, curriculum goals, and available resources.
Native plants and plants to avoid are also discussed. Suggestions for using a
greenhouse and preventing vandalism are included in this chapter.
Chapter 5 is about working with children in the garden. Here we share
information about how to work with children to plant and maintain the gar-
den. We address maintenance issues such as mulching and pest control. We
explore the garden ecosystem, which involves organisms in the soil, insects
and other small creatures, and animals, such as birds and squirrels. We discuss
which of these are beneficial and which can be harmful, including suggestions
Harvesting is the reward for all of the hard work you do in the garden. In
chapter 5, we share suggestions for picking, tasting, and cooking activities.
We also include ideas for using nonfood products and how to harvest and save
seeds. We conclude with a discussion of how to document and share the work
with others through displays and a culminating event.
In chapter 6, we focus on gardening with infants and toddlers. We have
singled out this age group because of their specific needs and because we
believe it is the group most likely to be neglected when it comes to garden-
ing. We discuss the importance of relationships during the infant-toddler
years, both in terms of human relationships and relationships with nature.
We include specific suggestions for introducing infants and toddlers to the
outdoors, plants, and garden animals, as well as stories from teachers who
have been successful in doing so. Tips for choosing plants for this age level
are included. We also discuss how you can educate family members about the
importance of taking infants and toddlers outside.
Introduction to the Second Edition • xvii