Use of Gardening Programs as an Intervention to Increase Children’s Visual-motor Integration

Abstract

Visual-motor integration is influential in childhood development. Historical anecdotal evidence supports gardening as aiding in children’s development of fine and gross motor skills. The main objective of this study was to examine the effect of a school gardening program on children’s development of visual-motor integration. Preschool children ages 2 to 6 years old enrolled in private tuition-based schools were included in the sample. For 6 months, control group students studied using a traditional school curriculum whereas treatment group students participated in gardening as part of their lessons. The Beery-Buktenica visual-motor integration short-form instrument was used to quantitatively measure students’ levels of visual-motor integration. No significant differences were found in overall comparisons between the treatment and control group students. However, in demographic comparisons, significance was found; standardized scores for males in the treatment group improved whereas scores for males in the control group decreased. Results indicated that male preschoolers may respond especially well to gardening programs in the classroom in developing visual-motor integration.