School Gardens: Cultivating Food Security in Nova Scotia Public Schools?

Carlsson, Liesel; Williams, Patricia; Hayes-Conroy, Jessica; Lordly, Daphne; Callaghan, Edith

doi:10.3148/cjdpr-2015-051

Cited by 19 publications

(25 citation statements)

References 26 publications

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“…Gardening, unlike other experiential nutrition learning styles, has been intensively investigated in recent years (85) . Food gardens have gained recognition as not only do they teach children about growing their own foods, but evidence also suggests that when children are involved in the process of growing fruits and vegetables, they are more likely to taste and consume them (39,86) . Potential reasons for the success of the gardenbased programmes may include: (1) increased accessibility to healthful foods; (2) increased exposure of children to the practice of growing foods, as these interventions are typically more time intense than others and (3) the broad range of experiences offered including planting, gardening and harvesting through to cooking and tasting opportunities.…”

Section: Discussionmentioning

confidence: 99%

Characteristics of successful primary school-based experiential nutrition programmes: a systematic literature review

Charlton

Comerford

Deavin

et al. 2020

Public Health Nutr.

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Objective: Diet and nutrition in childhood has been associated with risk of chronic disease later in life. The aim of this review was to identify key characteristics of successful experiential nutrition interventions aimed to change nutrition-related cognitive and behavioural outcomes in primary school children. Design: A Systematic Literature Review (SLR) was undertaken using search terms (‘food security’, ‘school’, ‘nutrition’ and ‘program’) applied to 5 scientific databases (CINAHL, Scopus, Web of Science, Medline and Academic Search complete), with outcomes defined as nutrition-related knowledge, attitudes and/or dietary behaviours. Participants: Primary school-aged children exposed to interventions conducted, at least partially, on school grounds. Results: A total of 3800 articles were identified from the initial search and manual searching, of which 67 articles were eligible for inclusion. Forty-two articles met the criteria of being successful, defined as achieving significant differences in outcomes of interest, accompanied by a demonstrated reach. Interventions included school gardens (n = 9), food provision (n = 5), taste tasting (n = 8), cooking classes (n = 10) and multi-component programs (n = 10). Nutrition education (when combined with taste testing), cooking-related activities and gardening interventions increased children’s willingness to taste unfamiliar foods including new fruits and vegetables, improved their cooking and food preparation skills, and increased nutritional knowledge. Conclusions: This review provides evidence that nutrition education programs in primary school children that are experiential in nature are most likely to be successful if they include multiple components, have parental involvement and focus specifically on vegetable intake.

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Section: Discussionmentioning

confidence: 99%

Characteristics of successful primary school-based experiential nutrition programmes: a systematic literature review

Charlton

Comerford

Deavin

et al. 2020

Public Health Nutr.

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“…Estudos realizados com hortas escolares indicam que estas podem ser usadas como ferramentas estratégicas para aumentar o acesso à educação em saúde e complementar programas de educação nutricional e sustentável nas escolas (Turner et al, 2017); além do que, as hortas ativas contribuem para que a criança estabeleça uma relação diferente com os alimentos através da curiosidade sobre a cadeia alimentar e a origem dos alimentos (Coelho & Bógus, 2016). Para Carlsson et al (2016), o aluno ao comer alimentos por ele cultivados, mas nunca provados, despertam um sentimento de orgulho, de propriedade e vontade de provar e comer algo novo. Esse pertencimento pode ser potencializado com oficinas culinárias que utilizem os produtos cultivados na horta.…”

Section: Discussionunclassified

Avaliação da aceitabilidade de lanche saudável em duas escolas da rede pública

Pacheco

Costa

Campos

et al. 2021

RSD

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Objetivo: Incentivar a prática de hábitos alimentares saudáveis a partir de metodologias ativas de ensino-aprendizagem com alunos do ensino fundamental de duas escolas municipais de Belém-PA. Métodos: Trata-se de um estudo do tipo transversal, exploratório, descritivo com abordagem quantitativa e qualitativa; conduzido com 82 escolares, de ambos os sexos, na faixa etária de 8 e 14 anos de duas escolas selecionadas (A e B) com o uso da metodologia ativa de oficina de lanche saudável. A Oficina aconteceu nas dependências das escolas participantes, com a elaboração e degustação do lanche saudável: sanduíche natural, suco da horta e uma fruta. Foi aplicado o teste de aceitabilidade da escala hedônica facial e a análise estatística foi planejada no software SAM (Statistical Analysis Model) e os testes de hipótese foram executados no programa BioEstat, versão 5.3. Resultados: O estudo avaliou a aceitabilidade do lanche saudável através da aplicação da escala hedônica facial. A aceitação dos escolares foi de 87,5% na escola A e de 95,24% na escola B. Conclusão: Há viabilidade na execução de lanches saudáveis com vegetais cultivados nas hortas escolares municipais e os índices de aceitação expressaram resultados favoráveis à implementação.

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“…Urban gardens show a multidimensional importance encompassing economic, social (food security, health promotion and welfare), environmental, pedagogical and aesthetical aspects (Carlsson et al 2016;Truong et al 2016). As reinforced by Pereira (2017), the concept of the new wave of urban gardens and urban agriculture appears to be associated with a multifunctional character, including leisure and recreation, food supply, restoration and/or recovery of degraded land, as well as social cohesion and a sense of belonging, intangible benefits (Barthel et al 2013;Gonçalves 2014).…”

Section: Urban Gardens As Urban Green Spacesmentioning

confidence: 99%

“…Some studies (e.g., Truong et al 2016;Carlsson et al 2016) argue that experiences with nature since childhood influence the adoption of more sustainable behaviours, particularly in relation to food. It is intended that fruits and vegetables are cultivated in areas around or near the school, providing a source of basic small-scale foods, as well as other activities (Sottile et al 2016) In particular, a study by Carlsson et al (2016) points to the fact that these gardens can facilitate positive links between the school and the home, and, at the same time, allow the community a better understanding of the food ingested and greater civic responsibility.…”

Section: Urban Gardens As Urban Green Spacesmentioning

confidence: 99%

Establishing Urban Gardens on Vacant Land While Considering International Good Practices: A Legal Case Study from Portugal

Ribeiro

Carvalho²,

Madureira

2020

Sustainability and Law

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There is a gap in most of the countries legal framework respecting its ability to connect vacant land and urban gardens. Hence research is needed to understand how regulation on vacant land might be designed to promote a more sustainable purpose to it. Urban gardens are a type of urban agriculture that could be potentiated by such. The aim of this paper is to show how that can be done through the Municipal Master Plans (MMP)legal and regulatory framework for the Portuguese case, by reviewing worldwide good practices on vacant land restorations for urban sustainable development. The paper comprises a literature review on good practices adopted in different countries regarding vacant lot restoration. The evaluation of good practices built on the achievement of three pillars of sustainability. Five Portuguese MMP were used, as empirical data, to support the design of a new legal and regulatory framework. The goal is to enhance the sustainable destination of vacant land by converting them into urban gardens.The analysis of these MMPs evidenced they disregard urban gardens as a tool to promote urban sustainability in spite of global trends to make urban territorial planning and management instruments greener. An additional outcome of this paper is to categorise different types of vacant land in the five municipalities under analysis according to their suitableness for urban garden conversion. The design of the legal framework enhancing of the conversion of vacant land into urban garden will contribute to the 2030 international agenda goals' achievement. The proposal would create an innovative legal framework in the case of Portugal, that could be replicated by other countries.

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School Gardens: Cultivating Food Security in Nova Scotia Public Schools?

Cited by 19 publications

References 26 publications

Characteristics of successful primary school-based experiential nutrition programmes: a systematic literature review

Characteristics of successful primary school-based experiential nutrition programmes: a systematic literature review

Avaliação da aceitabilidade de lanche saudável em duas escolas da rede pública

Establishing Urban Gardens on Vacant Land While Considering International Good Practices: A Legal Case Study from Portugal

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