Findings

We learned as expected that children have a basic knowledge of growing plants thinking that plants need sunlight and water daily to grow. “Research over the years has found that the children respond to the garden joyously” (Harding and Thomas, 2020, cited in Bruce 2021 p. 50). This was something I observed first hand with children asking excitedly to see and water their plants. These were the first signs of the children taking ownership of their plants and leading their own learning.

It was observed that children who were off nursery for the two week Easter holiday did not ask about their plants when they returned. This was expected as children’s interests change daily especially if they are not getting access to it daily. With hindsight it would have been better to give the children their plants home for the holiday. This would allow learning experiences to take place in the home. On return with daily access and seeing their peers asking and going to see their plants their enthusiasm did return to the levels that had been observed before the holiday. We observed how inquisitive the children are and how they learn from each other, when after a child said “You grow plants in the cupboard” they debated amongst themselves if this was true or not. This led us to grow some cress in sunlight and some in a dark cupboard. The one grown in the sunlight was green and straight up while the one grown in the dark was yellow and black and drooped over. The children were then able to compare with questions and comparisons to them looking after plants and mums looking after them. Saying how mums feed them and buy them bigger clothes as they grow just like they did putting the plants into bigger pots as they grew.

To show plants are a living thing, we separated three Daffodils from their roots putting one in water, one in no water and one in coloured water. This showed the children that flowers when separated from their roots don’t live too long with and without water. The coloured water showed how water travels up the stem with the flower head changing to the colour of the water. This experiment highlighted to the children that the water is needed for the plant to survive. The children then went on to discuss how they need food and water to grow with one child saying “You need to eat your food to be strong and healthy” These children’s comparisons backed Froebel’s thinking that “The child who has cared for another living thing is more easily led to care for his own life”

A staff questionnaire showed that although 21 out of 24 staff feel learning with nature in the garden is extremely important for children. Only 20 out of 24 of staff were somewhat confident or less of leading children’s learning experiences through growing plants, and that 20 out of 24 staff would be likely/very likely to engage with and use experienced support if it was available. As assumed 16 out of 24 staff described themselves of having a basic or less knowledge of Froebelian principles.

Going forward it is imperative the nursery makes the best use of the garden space, to provide the children with learning experiences of nature, the life cycle of plants and living things. Through these experiences of growing flowers, potatoes, making bird cake, they experience the changing seasons, the cycles of life and death, and growth and decay (Brown 2012). This will also allow the centre to involve parents and grandparents and the local community in these learning experiences. Working with the Community Payback team to upgrade the outdoor garden staff will have the opportunity to work with the specialist teacher to build confidence in leading learning experiences in the garden. It also reveals how important it is for the Froebel trained staff to share Froebel training with other staff on in-service days so that staff have an understanding and knowledge of Froebelian principles and learning and can use this in their practice not just in the garden but throughout the setting.

Conclusion

Children have a basic knowledge of caring for plants but given the opportunity the children displayed excitement and were keen to take the lead and gain further knowledge of plants and looking after them. We thought staff lack confidence in leading learning in the garden and have a lack of knowledge of Froebelian principles in learning with nature. The overall lesson is that the nursery must continue with the plans in place to train and support staff in both Froebelian principles and learning experiences in the garden and provide the children with daily/weekly learning opportunities in the garden area.