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In recent years, “food safety” has been a repetitive issue that would affect the public health, for such as “agriculture”, “education” and “safety” of related issues to food are gradually attracting the general public’s attention, as well as the government. To address these issues, the government formulated the “Food and Agricultural Education Act”, in hope of cultivating healthy eating habits and educating agricultural knowledge to the public to become more aware of the food sources, the production methods, and the environment, so as to place importance to food safety and encourage people to cherish resources. The purpose of this study was to reflect upon the use of planting areas on school campus as a practice of food and agricultural education to kindergartners through a qualitative approach and analysis on collected data. The data analysis showed the following results: (1) The food and agricultural education must follow a gradual curriculum of courses and be implemented within context. Children would plant and observe the growth of vegetations in person, while teachers should assist them to think about the related issues in different aspects. By participating and co-learning with the children, both the teachers and students would certainly pick up the essence of our relationship with nature in the practice of food and agricultural education. (2) The series of courses, including sensory observation, planting, game playing, creating and cooking, would supposedly lead the children to experience the fun in outdoor gardening, as they would learn to observe the growth and learn to take care of crops when they are realistically facing different agricultural problems. They might also seek out assistance or brainstorm with peers for solutions. As a protection to agriculture and ecological environment, the children learned to use organic fertilizer and chili water as natural insecticide to avoid environmental pollution. This process allowed children to learn that the natural environment is crucial to the growth of plants, seeding their mind with the concept of environmental protection. (3) The children might face difficulties during the food and agricultural education, such as the weather factor, limited knowledge of agriculture by the preschool educator, lack of manpower, lack of experience, etc., that in addition to integrating games into teaching, these professional educators should also partake in further training, make the courses more interesting and provide other additional resources for access to these children. In the end, this research would provide specific recommendations based on the results, as a reference for future preschool educators and research.
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