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    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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