ACTA UNIVERSITATIS SAPIENTIAE
AGRICULTURE AND ENVIRONMENT, 11 (2019) 130138
DOI: 10.2478/ausae-2019-0012
Children–plant interaction using therapeutic
horticulture intervention in a Romanian school
Timea HITTER (BURU),1 Erzsébet BUTA,1
Gertrud BUCUR,2 Maria CANTOR1*
1 Department of Horticulture and Landscaping, Faculty of Horticulture,
University of Agricultural Sciences and Veterinary Medicine, Cluj-Napoca, Romania
*Corresponding author: marcantor@yahoo.com
2 Country Centre for Resources and Educational Assistance in Maramureș, Baia Mare, Romania
Manuscript received August 30, 2019; revised September 30, 2019; Accepted October 15, 2019
Abstract. Nature, childhood, and ecopsychology can to be connected in the
landscape of a schoolyard. The landscape architecture of the natural environments serves
as a wide-open green space for outdoor activities, creating imaginative and inventive
urban environmental layouts and connecting natural elements. School-based green
experience, either indoor or outdoor, can be a physical and mental activity for children.
In the case of individuals, it makes` easy to access a natural, green environment and to be
actively involved in a natural setting, developing either social and/or cognitive functions
and improving concentration and creativity. Therapeutic horticulture activity, such as
planting indoor plants, can be a good experience for developing team work, the
proprioceptive (kinase) receptors, affectivity, socialization, permanent care, and
responsibility. The potential benefits of ornamental plants for children involved in public
education include spending time in outdoor spaces, fresh air and sunshine, experiencing
a sense of control, and being exposed to sensory stimulations. Physical and psychological
education based on therapeutic horticulture activities in Romanian schools, such as
planting and green care, can provide important opportunities for children to develop their
attachment to nature, offering sustainable education solutions to an active part of the
natural environment.
Keywords: landscape, indoor plants, nature-based intervention
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1. Introduction
Therapeutic horticulture activities have been mentioned since the ancient
Egypt, and the main concept is to use nature (especially ornamental plants) as a
tool to enhance human health and well-being [1]. Based on the results obtained
upon people–plant interactions while attending horticultural therapy sessions,
green spaces are a real field in which humans can contribute to their healing,
rehabilitation, education, and training. Nature, childhood, and ecopsychology can
be interconnected in the landscape of a schoolyard.
Current Romanian legislation requires a specific percentage of land use to
provide enough green area inside school perimeters (for example: 22 square
meters/children). As stipulated in the legislation in force, urban planning rules
must be in accordance with HG 525/1996- 2.2; 2.2.2; however, these conditions
are not fully met.
In order to achieve the nature-based education, ornamental indoor plants can
be a solution in the education-integrated therapeutic horticulture activities to
provide opportunities for children to connect with nature. According to this, the
purpose of the present research study was to analyse the interaction between
children and indoor ornamental plants, combined in the national educational
system as alternative guidelines for the children’s long-term development.
According to Piaget and Inhelder (1971), playing is necessary for the
development of intelligence [2].
School-based green experience – Physical and mental activity with children
In accordance with the environmental design in schools, the playtime site
and placement influence the academic activities. Green spaces and natural
surroundings serve as a large open area where various creative activities and
games can be played in an urban environment. People surrounded by natural
landscapes and with free access to green infrastructure are more active [3], and
they also demonstrate well-developed social, cognitive, and increased
concentration capacity. For children, learning environments in the educational
institutions can contribute to achieving a permanent contact with nature. Outdoor
activities, such as learning and playing, which involve green areas are closely
connected with children’s state of health, mental and physical well-being [4].
Although, to play outside, children use frequently only playground infrastructures
[5], which is the cause that they have insufficient connection with green areas
inside schools [6].
Compared to the past decades, young people are less involved in nature-
related interactive activities nowadays [7] – analysing the constant connection
with natural environments, only 10% of the children are involved as compared to
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40% registered in the 80s [8]. Activities in their case carried out predominantly
indoor may cause loss of attention and concentration in children [7].
Generally, natural environments used to be where childhood playing
activities took place, whereas current research results have shown that fewer
children have an interest in spending time in nature nowadays. A study published
in 2016 by Natural England found that 1 of 10 children across England had not
been in nature for the last 12 months. Because people are surrounded by nature,
both in rural and urban environments, different nature-based activities can be
developed to experience human–nature connection. In this context, the green
space heritage – public and private gardens – which surrounds communities
should be used for the benefit of children.
In the last few years, gardening workshops have become very popular. In
their article, Christian et al. (2014) highlight the obtained results of the Campaign
for School Gardening (RHS – Royal Horticultural Society), emphasizing the
increase in fruit and vegetable consumption among children [9]. Consequently,
different measurements were proposed to be integrated in order to obtain a
sustainable gardening experience:
gardening activities included in curriculum,
connection between children, culture, and gardening,
involving volunteers and local community in the teaching process,
presenting gardening as a profession, and
join with local plant retailers or nurseries and public green spaces.
The landscape design of a school yard is an important aspect which is
directly correlated to everyone’s well-being. Moreover, according to several
research studies, green space could affect children’s health. According to the
figure below, a conceptual model shows potential health and well-being effects
of gardening activities integrated in schools [10]. Therapeutic horticulture makes
a positive contribution to the development of the children and helps them in their
lives. Several possibilities can be highlighted for integrating nature-based
activities, including horticulture therapy programmes, such as gardening, to
enhance children’s well-being in schools. The psychical and social aspects of
school gardening include connection with the nature, interaction with other
children, improved sense of well-being, and better school performance (Fig. 1).
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Source: [11]
Figure 1. Conceptual model showing the potential health and
well-being impacts of school gardening
2. Materials and methods
The present study was an experimental research based on the impact of an
educative therapeutic horticulture activity – indoor ornamental plant potting and
maintenance recorded as a post-test assessment and conducted among volunteer
subjects in a Romanian school. The selected participants were 20 children, each
of whom was asked to plant an indoor pot plant named spider plant –
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Chlorophytum comosum (Fig. 2) during an organized and indoor therapeutic
horticulture session.
Figure 2. Seedlings: (a) of Chlorophytum comosum prepared for rooting
(b) in fresh water
Often called spider plant but also known as airplane plant, this indoor
species was chosen based on its air purification qualities, morphological
characteristics, growing range, and low maintenance needs [12]. It is one of the
most popular room plants, supple and graceful, and a little pretentious, which
explains its prevalence [13]. The sensory elements, such as form, leaf texture, and
colour, are the main elements included for examination during the programme.
The main objective of this research study was to archive a long-term
longevity of the plants throughout a year, in which each student was responsible
for providing the necessary elements (light, water) and proper growing
conditions. After this period, children were asked to bring back the plant to be
able to compare the morphological characteristics such as leaf number and
dimension. Also, they completed a questionnaire, developed according to all the
levels of Maslow’s pyramid of human needs, thus analysing the quality of life
following human–plant interaction. The Romanian form of the questionnaire was
adopted from the English version described in a research article regarding the
benefits of community gardening for the quality of life [14].
During this process, the physiological, safety, social, self-esteem, and self-
actualization statements were measured for each child. In the end, 95% of the
plants survived and had a good aesthetic development.
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3. Results and discussions
Based on the investigations made by measuring the effects of the therapeutic
horticulture investigation with a view to achieve a long-term belonging to a
natural element, such as indoor ornamental plant, this evidence-based research
can have a possible effect on physiological, safety, social, self-esteem, and self-
actualization statements. According to the data obtained for the experimental
group, 19 questionnaires were completed. Based on the 15 questions, the obtained
results are presented in the charts below.
Analysing the physiological effect (Fig. 3) of this research study (14), ten
subjects “like to work in the soil” during the planting and maintenance processes.
The majority (18 children), 94.7% “enjoy working outside” during the planting
period. 17 students declared that they could identify the sensory elements of
Chlorophytum (colour, texture, fragrance), and only one of them thought that this
therapeutic horticulture activity was not “working with nature”.
Figure 3. Data about quality of life statements on physiological issues during gardening
Evaluating the safety issue (5), only ten children “feel safe” (52.6%)
compared to the other nine (47.4%) who were not so comfortable (Fig. 4).
Figure 4. Data about quality of life statements on safety issues during gardening
Testing the social aspects (6–10), the majority of them (73.7%) consider that
they “enjoy helping others in the planting activity”, ten of them say that
“gardening experience helps others”, 100% of the involved students “care” about
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the plant and class community, and the majority does not “enjoy working alone”
(Fig. 5).
Figure 5. Data about quality of life statements on social issues during gardening
Concerning self-esteem (11–13), more than 13 identify beauty (78.9%), feel
proud (89.5%), and handle the necessary effort for this activity (Fig. 6).
Figure 6. Data about quality of life statements on self-esteem issues during gardening
Analysing the self-actualization statements, 94.7% “feel peaceful” due to the
direct interaction with this the plant during the experimental period, and 15 of them
intend to take part in other therapeutic horticulture-based activities (Fig. 7).
Figure 7. Data about quality of life statements on self-actualization
issues during gardening
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4. Conclusions
In landscape design, the sensory elements, such as texture, colour, and
fragrance, have an important role in the spatial perception of the users. Children
feel good when they can take part in their environmental design on which they
spend their time. The contributions of the presence of indoor ornamental plants
can have an influence on children’s physical and mental development. The
activities with indoor plants are very important because plants can contribute to
children’s intellectual development and increase their level of creativity. Based
on the horticulture therapy intervention, gardening activities specially designed
for children can be easily integrated into indoor spaces, influencing their
emotional and social developments.
Acknowledgements
This paper was published under the framework of the Collegium Talentum
2018 Programme of Hungary.
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