An Interest in Gardening: Beginning Documentation

A little background…

One of the things I miss most about being in the classroom setting (particularly a Reggio-inspired setting) is the documentation. If you’ve never heard of Reggio Emilia inspired schools, the pedagogy, or even much related to early childhood education, your idea of documentation may be entirely different than my meaning. When first learning about “documentation” in the classroom, I thought of it as a way to track and record the children’s progress and assess what they were learning. And, while documentation does do that, the form of documentation I’ll be referring to in this blog (and any to follow) is so much more.

“Documentation is not pretty pictures of engaged children. Rather, it captures the thinking process: What motivated the children to begin, continue, change direction? What were the breakthroughs, the pivotal remarks or actions? How did they solve the problem? The goal is to enable whoever reads a panel to understand what the child attempted and how they went about it, to see stimulus, process, and outcome.” -A. Lewin-Benham

In a Reggio classroom, you’ll see the space displaying various forms of beautiful documentation that reflects the children’s thought processes and learning. This is typically displayed at the child’s level, so he/she can revisit and reflect on the work whenever desired. (If you want to check out three of my favorite classroom blogs to follow and see it for yourself, check them out here, here, or here!)

While I do plan on displaying some forms of documentation in Hassell’s room, I plan on doing most of my documenting here, with all of you. Another aspect of being in the classroom I miss is the reflection and sharing of ideas between educators. This is where I’m hoping you will come in! Please flood the comments here with all your ideas, thoughts, and questions. I love challenging my current way of thinking or diving into more research to seek out certain answers. Which brings us to…

An Interest In Gardening: My First Day of Documentation

If you know us by now, you most likely already know that Hassell loves to be outside. It is truly his happy place. He is calmer, more inquisitive, and just overall a more relaxed child when he is spending time outdoors.


After almost a year of noticing the same thing, you’d think I would be used to it by now. However, each time we go outside, I am always blown away again at the difference a change of his environment makes. When researching a little for this new start of documentation, I found this quote (with my photo on the right), and it just speaks volumes to me. I could write on and on about the value of nature play in early childhood, but that is a whole other post (or five) waiting to happen.

Daniel and I both agree that we want to spend the majority of the spring/summer outdoors with Hassell. Unplugged, following both his interests and ours. Last summer, we had our first family garden. I was actually very pregnant as we were planting, then wore Hassell in a wrap or a ring sling to help harvest it as a new mama. Sure, we made a lot of beginner mistakes, but for a first year garden, it turned out pretty great. We had fun, spent a ton of time outdoors, and had a almost never-ending supply of zucchini, okra, and watermelons. This year, we have been excited to start our garden again, agreeing that Hassell would love the time outside as we worked.

Honest moment: the above statement was exactly how I pictured it in my head many times… until earlier tonight. Daniel and I working with each other in the garden; Hassell sitting/crawling/eventually toddling in his own space beside the garden plot. 

Do you see what’s wrong with that picture? 

I often feel like I have two mindsets: my mama mindset and my early childhood educator mindset.

As a mama, I was thinking of the ways to be productive while also keeping my child happy. Daniel and I would plant, care for, and harvest our garden. Hassell would spend a lot of free exploration time outside and happy (aka out of the way and occupied…just being honest here, friends).

As an early childhood teacher reflecting back, I am horrified at myself for thinking like this. Why would Hassell not automatically be included in the growing and nurturing of our garden? Here’s a list of some research-based benefits a garden can provide for a child (even as young toddlers/infants):

  • provides a sense of purpose and responsibility
  • promotes communication skills
  • fosters mindfulness
  • creates meaningful family connections
  • promotes gross motor skills
  • strengthens immunity and overall health
  • helps children stay calm and focused
  • develops basic math concepts
  • encourages the tasting of new foods
  • engages the senses
  • enhances fine motor development
  • opens doors to scientific thought
  • teaches responsibility and respect for the environment
  • encourages patiences and planning


Here’s an approximate timeline of exactly what happened for us tonight…

–>Get home, decide to go visit the garden and begin tilling up the soil.

–>Attempt to place Hassell on the grass beside the garden, so I can help Daniel. He cries and reaches for me.

–>Walk over to inspect the soil, carrying Hassell on my hip.

–>Hassell begins to squirm and show signs of boredom.

–>I sit Hassell down in the middle of the garden, watch to make sure he is safe and  doesn’t begin to fuss, and then move over to help Daniel.

–>Hassell happily inspects the rocks, grass, and dirt around him…until he notices Daniel and I doing something else.

–>Hassell begins to again let me know he is unhappy and reaches toward us.

–>I get frustrated, go and attempt to play with him for a few minutes, until I give up and pick him up again.

–>As I’m carrying Hassell, about to go inside, I notice some strawberry plants have survived from the previous year. img_1857

–>Daniel and I become excited and begin to show the plants/small berries to Hassell.

–>We decide to transplant the strawberries into our garden. I sit Hassell beside Daniel, so I can get the water we need.

–>Hassell watches intently as Daniel digs the plants up by the roots to transplant them.

–>I notice that Hassell is 100x happier and excited, now that we are involving him in the process. I decide to sit him right in between us as we move the small plants to their new location and water them.


–>I narrate what we are doing as we replant the berries, use our hands to move the dirt, and then water each plant.

–>Hassell mimics our motions, squealing in delight as we move from plant to plant, swishing his hands in the water and dirt…just as we are. f0bd1890-0b9e-47fb-910b-a34f2a6cf678

Y’all, he was so engaged and delighted! His whole demeanor changed, as did ours. He loved being part of the process and was thrilled to join in our excitement. I watched as his little eyes literally danced with happiness and interest. As a mama and a teacher, it was exactly what I wanted to observe. But let’s take a moment to focus on the reasons I originally didn’t incorporate him into our gardening. Let’s also address questions I have gotten or heard many mamas ask (this may or may not be similar to questions you are thinking of)…

  • What about all that dirt? He’ll be filthy!
  • What if he pulls out the wrong plant?
  • There are so many rocks and small pieces out here! That’s not safe for babies.
  • We’re trying to go quickly. A young child will just slow the process down.
  • What if he wants to taste the soil? Babies put everything in their mouths!

You see where I’m going with this? There are so many reasons we are constantly told NOT to do something that would be an incredible experience for our child. Yes, as you can tell, he was covered in dirt.

bc2fc5fb59f3b44310d4d0607df8fbc6What enriching sensory play for him! Yes, I had to watch carefully as I worked to make sure he didn’t swallow a rock or small stick. Yes, we worked a tad bit slower. But, y’all, I’m challenging myself to look past those reasons this summer. I’ll be documenting our garden experience, good and bad, to keep you updated!

In the mean time, I want to encourage you to work outside with your little one(s) this season! I’d love for you to share any favorite experiences below or tell me your favorite gardening tip. Are you intrigued by this blog? Are you encouraged to go outside with your little this summer? Tell me your thoughts!

With Love,

Maggie Ricketts


Fernando, N. (2016, March 16). Gardening with Kids: How It Affects Your Child’s Brain, Body and Soul. Retrieved May 1, 2018, from
Lopa, J. (2015, May 04). Jessica Lopa. Retrieved May 1, 2018, from
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2 thoughts on “An Interest in Gardening: Beginning Documentation

  1. I absolutely love this post. I’m drawn to your duel perspective as mama and teacher. We are a home educating family and are incorporating gardening as a big part of our children’s experience but it is hard and slow. There is so much to do and it isn’t easy to work effectively (quickly) with a one year old and three year old. It is easy to focus on being efficient and the end result and forget the enormous value to be had in having the little ones be really and truly engaged in the process. Please do write more. I’m really looking forward to your future posts.

    Liked by 1 person

  2. I love this post. We are a home educating family and are incorporating gardening into our children’s education but gardening with a one year old and three year old is not he easiest and it is all too easy to focus on the end result and being efficient rather than remembering the enormous value to be had from facilitating them being a part of the experience in a meaningful way. I’m really looking forward to hearing more from you.


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