Preschool gardening helps young children eat better and stay active

A new study published in Acta Psychologica suggests that getting young children involved in gardening at preschool may help them eat better, move more, and develop a stronger connection to nature, even over just a few months.

Gardening has long been seen as a calming and educational hobby for adults, but in recent years, educators and researchers have begun to explore its benefits for young children. With many children spending more time indoors, using screens, and eating processed foods, concerns have grown about declining physical activity and limited contact with the natural world. Schools and childcare centers are increasingly seen as important places to reintroduce nature-based learning.

Led by Sunjin Jeong from the National Institute of Horticultural and Herbal Science in Korea, the researchers behind the new study were interested in whether gardening could support children’s overall development during early childhood—a period when lifelong habits around food, movement, and social interaction begin to form. They focused on preschool-aged children, an age group that has been less studied than older students.

The study involved 30 five-year-olds (16 females, 14 males) attending kindergartens in Seoul, Korea. Half of the children took part in a gardening program, while the other half continued their usual school routine without gardening. For 16 weeks, the gardening group spent one hour each week planting seeds, watering plants, watching them grow, and harvesting vegetables such as lettuce, cherry tomatoes, and herbs. Teachers guided the activities using child-friendly tools and age-appropriate lessons.

To measure the impact, researchers assessed children before and after the program. Teachers and parents reported on eating habits and behavior, while teachers also evaluated social skills and physical activity. Children themselves answered simple questions about their familiarity with plants.

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The results revealed that children who gardened developed healthier eating habits at school, according to teacher observations. Teachers noted better table manners and more positive attitudes toward food, even though parents did not report similar changes at home. This difference may reflect the structured mealtime environment at kindergarten compared to family settings.

One of the strongest effects was seen in children’s familiarity with plants. Children in the gardening group showed a large increase in their understanding of plants and where food comes from. They were more curious, knowledgeable, and comfortable interacting with plants than children who did not garden.

Physical activity levels also increased more in the gardening group. Gardening naturally involves digging, carrying, bending, and moving around, which may explain why children became more active overall. While both groups showed some improvement—possibly due to seasonal changes or normal development—the gardening group showed greater gains.

Social skills improved in both groups, but there was no difference between children who gardened and those who did not. The researchers suggest this may be because social skills naturally improve at this age, or because both groups engaged in other group activities at school.

Interestingly, the study did not find any changes in sleep quality. The researchers note that changes in sleep may take longer to appear and could require longer or more intensive programs.

Jeong and colleagues concluded, “From an applied perspective, integrating gardening into early childhood curricula may serve as an effective strategy to promote holistic development, aligning with the goals of the Korean Nuri Curriculum and similar frameworks worldwide.”

The authors caution that the study was small and not randomized, meaning the results should be interpreted carefully due to potential selection bias.

The study, “Effect of gardening activities in early childhood education institutions,” was authored by Sunjin Jeong, Jiwon Moon, Eunha Yoo, Yongku Kang, Daesung Park, and Merve Nur Uygun.