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Through a vignette of Tamara, youth learn planting without exact measurements while peer guidance and supportive adult roles shape participation. Teaching is reinforced across planting, harvesting, marketing, and community interaction, making learning more motivating than traditional classroom instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/sneaking-up-on-education-in-a-youth-gardening-program/590500/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/sneaking-up-on-education-in-a-youth-gardening-program/590500.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning approach does the program use for youth participants?","Question",{"text":112,"@type":113},"It embeds science learning in gardening activities, emphasizing meaningful participation rather than traditional classroom structures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Tamara’s experience illustrate the program’s goals?",{"text":117,"@type":113},"Tamara learns from peers how to plant without exact measurements, showing how youths develop practical ways of thinking through community interaction.",{"name":119,"@type":110,"acceptedAnswer":120},"What activities connect the gardening project to real-world science and business use?",{"text":121,"@type":113},"Planting and harvesting link to calculation of measures, labeling, weights and measures, packaging, and marketing with local business partners.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590500,1792876194,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","embedfdiornbtseeterldesarning  \nSneaking up on Education in a Youth Gardening Program  \nby Jrène Rahm and Kenneth Grimes  \nTamara is about to plant Swiss chard in a small pot filled with potting soil. She calls out, “I need aruler.” Buddy, who is busily potting his own seeds, asks,“Why do you need a ruler?”Tamara responds,“Because it said half-thirteen millimeter. That’s a lot deep!” Tarr, who just finished potting his seeds, has some advice: “Just stick your finger in there and see!” Tamara wondered,“My finger? The first one? Not including my finger nail?”1  \n(field notes, June 1996)  \nThis vignette and others were gleaned from an evaluation project,“Ways of Talking and Thinking about Science in a Garden”(Rahm, 1998; Rahm, 2002), a study of the 4-H Young Entrepreneur Garden Program (4-HYEGP) in Denver, Colorado. As the story shows, planting seeds—an essential activity and component of 4-HYEGP—was new to most of the youth participants. Here, Tamara is learning from one of her peers how to plant without using exact measurements. While Tamara appears puzzled by such an inexact way of working, Tarr has already mastered this common gardening practice. 4-HYEGP intentionally implements a policy that Kenneth Grimes, one of the authors of this article and director of Denver 4-H Programs, calls “sneaking up on education.”On the surface, the program seems merely to be a summer job for young adolescents who are too old for daycare but too young for full-time employment. Youth who are on summer vacation have often had their fill of traditional classroom structures and modes of instruction.  \nJRÈNE RAHM, Ph. D., is assistant professor in Educational Psychology at the Université de Montréal. She is interested in studying science learning in informal educational contexts such as afterschool and youth programs, research she pursues through in-depth qualitative case studies and discourse analysis. She has published articles about learning in a science museum and in an Upward Bound Program; she is currently exploring a variety of inner-city science community programs in Montréal. How such programs can be made more accessible to impoverished youth has become one of her major concerns.  \nKENNETH GRIMES received his master’s degree in community eduction from Colorado State University (CSU) . He has been director of 4-H Youth Development Programs for CSU Denver Cooperative Extension since 1994. Cooperative Extension, the outreach arm of the university, is part of the largest outreach education system in the world. His focus is on reaching new audiences, particularly in low-income neighborhoods where access to university curricula and technical assistance is limited. Mr. Grimes also has a background with high-risk youth, having served as education coordinator for New Pride (now Fresh Start), an agency serving felony offenders.  \nRahm/Grimes EMBEDDING SEEDS FOR BETTER LEARNING 33  \nIn 4-H YEGP, teaching and science knowledge is embed- volunteer master gardeners step in where needed to supded in the work participants do. The fact that Tamara port work on these themes. The nurturing curriculum was learning not only how to plant seeds but also how centers on plant science and basic gardening skills such to measure most likely escaped her. Embedding learning as planting. Harvesting focuses on when and how to in meaningful activities and interaction makes it much harvest, preparing plants for market, using and calcumore motivating than “doing school.” lating weights and measures, how to package products,  \nThis article offers a description of an innovative labeling, industry requirements, and more.  \nyouth program that embeds learning in a practical set- While the program could not exist without nurtur  \nting: a gardening program in which youth plant, har- ing and harvesting activities, marketing activities vest, and market their own connect the program with the com  \nproduce. As an outgrowth of the As the youth explore what munity. As the youth explore w","cbCaiqzUj1Dna1Si","https://ap.wps.com/l/cbCaiqzUj1Dna1Si","pdf",384404,"English","# Sneaking up on Education in a Youth Gardening Program\n## Program context and learning approach\n## Peer and volunteer support in gardening work\n## Community, science use, and marketing activities\n## Research basis and synthesis of case data","[{\"question\":\"What learning approach does the program use for youth participants?\",\"answer\":\"It embeds science learning in gardening activities, emphasizing meaningful participation rather than traditional classroom structures.\"},{\"question\":\"How does Tamara’s experience illustrate the program’s goals?\",\"answer\":\"Tamara learns from peers how to plant without exact measurements, showing how youths develop practical ways of thinking through community interaction.\"},{\"question\":\"What activities connect the gardening project to real-world science and business use?\",\"answer\":\"Planting and harvesting link to calculation of measures, labeling, weights and measures, packaging, and marketing with local business partners.\"}]","Sneaking up on Education in a Youth Gardening Program | PDF",1792069766,23]