Effects of a Horticultural Program on the Preschool Children's Emotional Intelligence and Daily Stress

Abstract

Preschool is currently underutilized as a potential setting to enhance emotional intelligence and stress reduction in children. This study investigated the effects of a horticultural program on the preschool children's emotional intelligence and daily stress. Sixty children with ages 5 to 7 participated in this study. Children in the experimental group participated in a one-hour horticultural program twice a week for four months. An activity room and an outside garden in the preschool were Used for the horticultural program. Data collected included the Emotional Intelligence Rating Scale (EIRS), the Korean Preschool Daily Stress Scale (KPDSS), the Horticultural Program Evaluation (HPE) and demographic measures. The program made a statistically significant impact on differences in the EIRS scores between groups (P=0.001). Among the EIRS subcategories, "appraising and expressing emotions in self" and "regulating emotions in others and handling relationships" significantly increased over the course of the program for the experimental group. The KPDSS was significantly different between groups as well (P=0.01). Among, the KPDSS subcategories, significant increase was found in "hurt pride" for the experimental group. Positive outcomes were also found in the HPE for the experimental group indicated by high preference of the program. In conclusion, the horticultural program was effective for preschool children in improving emotional intelligence and in decreasing daily stress. Further investigations should examine aspects of gardening that have the greatest impact on influencing emotional intelligence and stress reduction.