Cancer Society Social and Behavioural Research Unit, University of Otago, PO Box 913, Dunedin 9054, New Zealand.
Department of Preventive and Social Medicine, University of Otago, PO Box 913, Dunedin 9054, New Zealand.
Health Promot J Austr. 2013 Dec;24(3):214-8. doi: 10.1071/HE13066.
This paper aims to explore the presence and role of edible gardens in Aotearoa/New Zealand Early Childhood Education Services (ECES).
Participant ECES providers were identified from the Ministry of Education database of Early Childhood Education Services (March 2009). These include Education and Care and Casual Education and Care, Kindergarten, Home-based Education and Care services, Playcentres, Te Kōhanga Reo. A structured, self-administered questionnaire was sent to the Principal or Head Teacher of the service.
Of the 211 ECES that responded (55% response rate), 71% had edible gardens, incorporating vegetables, berry fruit, tree fruit, edible flowers and nut trees. Garden activities were linked with teaching across all strands of the New Zealand early childhood curriculum. In addition, 34% provided guidance on using garden produce and 30% linked the garden with messages on fruit and vegetable consumption. Most gardens were established recently (past 2 years) and relied on financial and non-financial support from parents, teachers and community organisations. Barriers included a lack of funding, space, time and staff support.
CONCLUSIONS/IMPLICATIONS: Study findings suggest that gardens are already being used as a versatile teaching tool in many ECES settings. Most gardens are new, with a need to support the sustainability and workforce development among teachers and parents in order to be able to maintain these resources for future generations. SO WHAT?: Given the inherent links between gardening and healthy food and exercise, there seem to be extensive opportunities for health promotion aligned with the edible garden movement.
本文旨在探讨可食用花园在新西兰幼儿教育服务（ECES）中的存在和作用。
从教育部的幼儿教育服务数据库（2009 年 3 月）中确定参与的 ECES 提供商。这些包括教育和护理以及临时教育和护理、幼儿园、家庭式教育和护理服务、游乐中心、Te Kōhanga Reo。向服务的校长或班主任发送了一份结构化的、自我管理的问卷。
在 211 家做出回应的 ECES 中（55%的回应率），71%拥有可食用花园，其中包括蔬菜、浆果、水果、食用花卉和坚果树。花园活动与新西兰幼儿课程的所有领域的教学相结合。此外，34%的人提供了关于使用花园产品的指导，30%的人将花园与水果和蔬菜消费信息联系起来。大多数花园是最近（过去 2 年）建立的，依赖于家长、教师和社区组织的财务和非财务支持。障碍包括缺乏资金、空间、时间和员工支持。
结论/影响：研究结果表明，花园已经在许多 ECES 环境中被用作多功能教学工具。大多数花园都是新的，需要支持教师和家长的可持续性和劳动力发展，以便能够为后代维持这些资源。那么：鉴于园艺与健康食品和锻炼之间的内在联系，似乎有广泛的机会与可食用花园运动相结合进行健康促进。
