The Telegraph - November 20th, 2010
Education News
Gardening 'can boost literacy and numeracy'
Gardening should be added to the curriculum because it can improve children’s literacy, numeracy and problem-solving skills, it is claimed.
Pupils should be encouraged to grow vegetables and tend flowerbeds because gardening boosts a child's development and improve standards in other subjects.
Teachers who used gardening as part of children’s education said they displayed more independence and were better at solving problems.
Working in school gardens also had an impacts on other subjects, including literacy and numeracy, it was claimed.
"Fundamental to the success of school gardens in stimulating a love of learning was their ability to translate sometimes dry academic subjects into practical, real world experiences,” said the report, commissioned by the Royal Horticultural Society.
"Children were encouraged to get their hands dirty - in every sense. Teachers involved in the research said the result was a more active, inquisitive approach to learning."
The researchers found that exposing small children to insects, such as worms, helped them to overcome their fears, while waiting for crops to grow taught children patience.
Gardening also helped teach children about healthy living and eating, with youngsters more willing to try new vegetables if they grew their own crops.
The report added: "As well as helping children lead happier, healthier lives today, the research showed gardening helped them acquire the essential skills they need to fulfil their potential in a rapidly-changing world and make a positive contribution to society as a whole."
Dr Simon Thornton Wood, director of science and learning at the RHS, said, "As the new coalition Government considers a new approach to the primary curriculum, we hope they acknowledge the striking conclusions of our research and that gardens enable a creative, flexible approach to teaching that has significant benefits.
"Schools which integrate gardens into the curriculum are developing children who are much more responsive to the challenges of adult life."
"Fundamental to the success of school gardens in stimulating a love of learning was their ability to translate sometimes dry academic subjects into practical, real world experiences,” said the report, commissioned by the Royal Horticultural Society.
"Children were encouraged to get their hands dirty - in every sense. Teachers involved in the research said the result was a more active, inquisitive approach to learning."
It added: "The changeable nature of gardening projects - where anything from the weather to plant disease can affect the outcome - forced children to become more flexible and better able to think on their feet and solve problems."
The researchers found that exposing small children to insects, such as worms, helped them to overcome their fears, while waiting for crops to grow taught children patience.
Gardening also helped teach children about healthy living and eating, with youngsters more willing to try new vegetables if they grew their own crops.
The report added: "As well as helping children lead happier, healthier lives today, the research showed gardening helped them acquire the essential skills they need to fulfil their potential in a rapidly-changing world and make a positive contribution to society as a whole."
Dr Simon Thornton Wood, director of science and learning at the RHS, said, "As the new coalition Government considers a new approach to the primary curriculum, we hope they acknowledge the striking conclusions of our research and that gardens enable a creative, flexible approach to teaching that has significant benefits.
"Schools which integrate gardens into the curriculum are developing children who are much more responsive to the challenges of adult life."
