Feasibility of Building a Community-Based Gardening Initiative
Research Poster Social & Behavioral Sciences 2025 Graduate ExhibitionPresentation by Sawsan Salah
Exhibition Number 161
Abstract
Community gardening can foster healthy behaviors among low-income communities. The primary objectives of this project are to assess the need and perspective on starting a community garden at the childcare center, install the garden, and engage children in gardening education. This project took place at a childcare center in Harrisburg, PA. Most (74.6%) residents identified as Black or Hispanic/Latino. Every child at the center was eligible for free or reduced lunch. A listening session was held with directly impacted community members to discuss the need for a community garden. Four caregivers, 1 early childhood educator and a master gardener (n=6) attended the listening session, in which they shared their personal strengths and challenges in growing food. Children enrolled in the center’s summer program (n=50) were invited to participate in weekly gardening activities for 9 weeks. Activities were targeted to preschoolers (3-5-year-olds). Feedback from the listening session was positive. Attendees provided ideas on what to grow and shared interest in expanding the garden to the broader community. Project staff installed four garden beds and planted a variety of herbs, fruits, and vegetables. Roughly 20-50 children were engaged in the garden each week. Children, the center’s staff, and members of the broader community responded positively to the activities and garden installation. The staff expressed verbal gratitude enthusiasm toward maintaining the garden. Developing a community garden was feasible in this sample; it shows potential to increase children’s food literacy and vegetable acceptance and bridge the gap from farm to early childcare education.
Importance
Community gardening programs can improve child health outcomes and address food access in low-income communities. This project can have lasting implications on multiple socioecological levels. Individual: Children were able to engage their senses as they interacted and learned about different foods in the garden. Interpersonal: The garden provided a space for children to develop teamwork skills by working with their classmates and teachers to complete daily garden maintenance. Community: Engaging the community and incorporating their feedback allowed researchers to center the community’s needs in developing a community garden. Policy: The lessons learned from this project can inform future policies that address issues regarding neighborhood inequities and food access.
DEI Statement
This project took place in a predominantly Black and low-income community where access to fresh fruits and vegetables may be limited. The project’s success paves way for future gardening initiatives that address food access issues within other diverse low-income populations, thereby bridging the gap from "farm to table."