NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1167770
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0095-8964
Analyzing Teacher Narratives in Early Childhood Garden-Based Education
Murakami, Christopher Daniel; Su-Russell, Chang; Manfra, Louis
Journal of Environmental Education, v49 n1 p18-29 2018
Learning gardens can provide dynamic learning and developmental experiences for young children. This case study of 12 early childhood teachers explores how teachers describe (1) learning across numerous school readiness domains and (2) how to support this learning by promoting opportunities for autonomy, relatedness, and competence. Participants worked at a university-affiliated early education program with a learning garden in the midwestern United States. Data included 19 narrative, photo-elicitation interviews during two growing seasons. Iterative qualitative analyses informed the creation of a "Gourd Tee-Pee Model" that describes learning across multiple domains and integrates self-determination theory into early childhood garden education. This framework can inform the design and evaluation of early childhood garden education programs.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A