An arts-based garden pedagogy supports children’s creativity and environmental educationGardens, nature, and outdoor pedagogy have been part of early childhood education in Finland since the late 19<sup>th</sup> century. However, the country’s only remaining teaching garden is located at the University of Turku’s Rauma campus. This article showcased a model of garden pedagogy at this surviving garden site to demonstrate the importance of garden pedagogy and nature education. This case study examined children’s drawings and teacher interview data in order to understand children’s experiences and learning in the garden. The goal was to demonstrate how visual art and environmental education can be combined in an arts-based garden pedagogy that supports active learning for young children and early childhood teachers.
The case was an arts-based garden pedagogy for children age 3-5 developed by early childhood teachers in collaboration with early childhood teacher education faculty. This pedagogy integrated a “playful garden pedagogy through the arts” within a framework of holistic environmental learning which promoted learning <em>in</em> a natural environment, learning <em>about</em> the environment, and <em>acting for</em> the environment. The authors analyzed children’s drawings and stories and interviewed 6 early childhood teachers to understand how children engaged with nature and the garden environment. They then grouped artifacts and interview responses thematically in relation to children learning in the garden, learning about the garden, and learning for the garden.
The study identified several positive outcomes of the arts-based garden pedagogy. Learning in the garden through drawings and stories allowed young children to use their imagination while learning about planting, caring for plants, and harvesting food. Learning about the garden through the arts also supported creative thinking and basic knowledge about the sun and other energy sources. Acting for the garden environment included data about children preventing litter, taking care of the garden, and planting flowering plants to support pollinators, such as bees and butterflies.
This article argues for arts-based garden pedagogies as means to encourage and develop children’s creativity and to introduce them to environmental ideas. Allowing children to draw, tell stories, and represent their nature experiences through the arts supports early steps toward developing eco-social knowledge. The case also provides some qualitative evidence that garden-based teaching and learning can strengthen young children’s bonds with nature, help them understand plant life cycles, and teach them to be more environmentally responsible. The authors hope that teacher educators will rediscover teaching gardens as important sites for training early childhood teachers and for helping children learn in and about nature while acting for the environment.
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