RESEARCH

An Analysis on the Preference of Early Childhood Teachers in Horticultural Activities Based on Conjoint Analysis

This study found that early childhood teachers prefer horticultural activities that focus on growing vegetables in small groups, indoors, for about 30 minutes. The teachers consider the type of plant to be the most important factor when choosing a horticultural activity.

Program Types: Social, Vocational

Population Groups: Children/Youth

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Enhanced Spiritual Health, Increased Sense of Belonging (Reduced Isolation), Increased Social Engagement & Skills, Increased Horticultural Knowledge

Allied Profession Intersections: Education

Type of Activity: Indoor Plant Care, Outdoor Gardening

Evidence Type: Quantitative Research

Measurement and Evaluation: Standardized Assessment Tools

Access: Free

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Summary

This study explored early childhood teachers’ preferences for different aspects of horticultural activities, which are increasingly used in early education. Researchers used a method called conjoint analysis to determine what teachers value most when incorporating gardening or plant-related projects into their curriculum. They identified five key attributes of these activities: the method (exclusive or integrated with other subjects), the type of plant (fruits, vegetables, or flowers), the activity format (large/small group, free choice, or outdoor play), the location (indoor or outdoor), and the duration (30 or 30-60 minutes). The researchers surveyed 257 early childhood teachers, presenting them with various combinations of these attributes to gauge their preferences.

The results indicated that teachers placed the highest importance on the type of plant used in the activity. They favored activities that focused on vegetable crops, followed by fruit and then floricultural crops. Teachers also preferred activities conducted in small groups, indoors, and lasting about 30 minutes, delivered as a stand-alone lesson rather than integrated with other subjects. This information can help guide the development of horticultural programs that are more appealing and effective for early childhood educators, potentially leading to increased adoption and better learning experiences for preschoolers.

Link

Jeong, Y., Kim, M., Chang, T., & Yun, S. (2020). An analysis on the preference of early childhood teachers in horticultural activities based on conjoint analysis. Journal of People, Plants, and Environment, 23(5), 495–506.

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