RESEARCH

Use of Gardening Programs as an Intervention to Increase Children’s Ability to Delay Gratification

This study explored if preschool gardening programs could improve children’s ability to delay gratification, a key skill for later success. Researchers compared kids aged 2-6 in schools with and without gardening, using a modified “Marshmallow Study” to test how long they’d wait for a bigger cookie reward.

Program Types: Therapeutic

Population Groups: Children/Youth

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Improved Mental Health, Enhanced Emotional Well-being, Increased Social Engagement & Skills

Allied Profession Intersections: Education

Type of Activity: Outdoor Gardening, Edible Plant Gardening

Evidence Type: Quantitative Research

Measurement and Evaluation: Program Effectiveness

Access: Free

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Summary

This study examined whether preschool gardening programs could improve children’s ability to delay gratification, a skill linked to later-life success. Using a quasi-experimental design, researchers compared children aged 2-6 in treatment schools with a gardening curriculum to those in control schools using a traditional curriculum. Participants were individually tested using a modified version of the “Stanford Marshmallow Study,” where they were timed to see how long they could wait for a larger reward (cookies).

The results did not show a significant change in all children’s ability to delay gratification after the gardening program. However, further analysis revealed that girls appeared to respond more positively to the gardening treatment in their ability to delay gratification, while boys in the control group benefited more from traditional school lessons.

Link

McFarland, A., Sommerfeld, A., Waliczek, T. M., & Zajicek, J. (2023). Use of gardening programs as an intervention to increase children’s ability to delay gratification. HortTechnology, 33(1), 131-137.

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