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

Authors

  • Lyndsay Moffatt University of Prince Edward Island

DOI:

https://doi.org/10.20360/G2RC84

Keywords:

kindergarten, gardening, food, mandated curriculum, language and literacy, environmental sustainability, food security,

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.

 

Author Biography

Lyndsay Moffatt, University of Prince Edward Island

Lyndsay Moffatt is an Assistant Professor in the Faculty of Education at the University of Prince Edward Island.

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Published

2017-07-26

How to Cite

Moffatt, L. (2017). Start with a Seedling: Uncovering the Kindergarten Language and Literacy Curriculum One Leaf at a Time. Language and Literacy, 18(3), 89-105. https://doi.org/10.20360/G2RC84

Issue

Section

Articles