Tiny Tots: Big Gardens - The Farm to ECE Episode

Welcome to a world where tiny hands plant big ideas. Today, we’re digging into the magic of Farm to Early Care and Education — a movement planting real food, real connections, and lifelong curiosity in our youngest learners. From toddlers discovering where carrots come from, to preschoolers who can pronounce “photosynthesis” with sticky fingers and big wonder, we’re exploring how gardens, farmers, and early educators are growing habits — and hopes — that last far beyond snack time. Because when we plant seeds in little soil and little hearts, the harvest just might change the world.

Transcript

Tiny Tots: Big Gardens: The Farm to ECE Episode Transcript

Welcome to a world where tiny hands plant big ideas. Today, we’re digging into the magic of Farm to Early Care and Education — a movement planting real food, real connections, and lifelong curiosity in our youngest learners. From toddlers discovering where carrots come from, to preschoolers who can pronounce “photosynthesis” with sticky fingers and big wonder, we’re exploring how gardens, farmers, and early educators are growing habits — and hopes — that last far beyond snack time. Because when we plant seeds in little soil and little hearts, the harvest just might change the world.

00:00:05 Rick

Welcome to the Farm to School podcast where you will hear stories of how youth thrive and farmers prosper when you learn to grow, cook and eat delicious, nutritious local foods in schools across the country..

00:00:19 Michelle

And in early childcare!  Oh gosh, sorry, I really messed that up.

00:00:24 Rick

She did, but we're going to keep going …and the world. So it's OK. We're your hosts. I'm Rick Sherman

00:00:32 Michelle

Really, we're not starting over?

00:00:34 Rick

We're not starting over 

00:00:34 Michelle

This is so great because we have two amazing guests. Hello, Angela. Hello, Emia.

00:00:40 Rick

Hello! so we have today we are Angela in studio we have Angela Hedstrom who is in studio right now who works for EcoTrust.

00:00:42 Emia Oppenheim

00:00:52 Rick

And we'll let her introduce herself in a bit.  Say hi. 

00:00:56 Michelle

How do you say hi in Japanese ?

00:01:03 Rick

Angela just arrived back from Japan, so she's a little bit jetlagged. so listeners, please excuse her if she's not awake.

00:01:12 Michelle

And that's why I messed up earlier too, because Angela's jetlag.

00:01:14 Rick

OK. And then all the way from Ohio, near Columbus from the Ohio State University..

00:01:29 Michelle

Hey, I'm yeah. I rode the beast. I survived the beast.

00:01:34 Rick

Where is the beast?

00:01:35 Michelle

Does that mean to you?

00:01:35 Emia Oppenheim

Should I say hello in Ohioan?

00:01:40 Emia Oppenheim

Oh HI oh.

00:01:46 Angela Hedstrom

That's good.

00:01:46 Rick

So today's episode, we are doing a Farm to ECE episode and ECE is an acronym in our line of work stands for Early Childhood Education.

00:01:57 Michelle

See, it's hard to say.

00:01:58 Rick

It is and so we have, like in Oregon, who heads up our farm to ECE events is Angela Hedstrom, who just lives up on Portland. And she drove on down to where we are in an undisclosed location in the Willamette Valley. So we don't let that out because all the people will show up here? Yeah. So we're down here in the farmland. But she drove down here pretty much from Japan.. She drove here. So, but anyway, Farm to ECE like it's a whole thing and it's like the kids that are before childhood, the pre-K we call it before..  Wait, what’ did I say? OK, this is really.. I'm not gonna edit that.

00:02:41 Michelle

Before all the childhood?

00:02:43 Rick

They know what I mean! Before kindergarten. So in their childhood was zero to 5. Farm to womb but OK, so and so my first question to either.. I'll throw that out to you. Is like why Farm to ECE?. Is Farm to K through 12 not good enough? Why do we care?

00:03:09 Michelle

Oh my God.

00:03:09 Rick

But I'm not trying to be funny. I'm sorry. Why is that funny? why is that different? Or should it be different? There's a different programming and before you answer that, umm, else could you just tell a little bit about yourself and what you do in Ohio at Columbus?

00:03:33 Emia Oppenheim

Sure. Yeah. Yeah. So thanks so much for including me. So I'm actually a consultant of public health consultant with a group called the Association of State Public Health Nutritionist and we, our vision is all people living and thriving in the zoning communities that are supported by sustainable food systems, so you can see like there's the connection with farm to ECE and Farm to school. But we've been working with CDC for gosh, A decade now, really working on what are the antecedents to chronic disease? And CDC and SHM both recognize that like it's really critical if you're trying to prevent chronic disease that you get in there early. And so we've been working with CDC on early training, education environments, ECE's and really trying to improve the health that our youngest children have access to. And that kind of leads into your question and I'll, I'll take it. I can take this kind of from the like science background evidence based perspective and then you know Angela and provide more grounding. But like I would say first of all totally no competition here. K12 is awesome Farm to school is critical, especially if we want to move economic systems. You know, that is the way to go if we really want to impact farmers and our whole food systems, we need to start really getting into school so, you know, we're talking about a scale different here. There's like 54,000,000 kids in K12. We're only talking about, like 12 million kids when we're talking about farm to ECE. So we're not talking about those big economic impacts. But the thing that makes it so critically important, even though we don't have that volume, is that 0 to 5 is this magical age and that's the zero to 5 is the age group we're talking about here. First of all, they have exponential brain development going on and so it's an opportunity to expose them to all sorts of enriching experiences that they can do with their hands, like you do in farm to ECE, all sorts of opportunities to expose them to lots of different fruits and vegetables. And what we've learned from the data is that actually farm to ECE and programs like it are really effective in this age group even more effective than the ones that happen at older ages? People don't like it when I say that, but it's true the data is there and like the cool thing is that you run your interventions. You know, for 12 weeks. If you're well-funded for six months, but then you come back, you know, months later, years later and you actually still see the impacts on the children like their consumption and their eating behaviors have still been shifted. So interventions totally work in this age group. And that's partially because of that exponential brain development. This is when children are really testing up the waters for everything right there. Exploring food. They're exploring activities. They're developing all those gross motor skills and we know from all that exploration that their preferences for food and even physical activity are actually set in these early years. So what they like to eat, they're running before they're even floor so we know that the habits and the food preferences that  at age 4, actually persist really far along into childhood, so it's this great window not to say like I don't want to suggest all that research about exposures at older ages doesn't hold. It totally holds we're valuable, you know later on. But the receptivity like that window of openness is super open when you're 0 to 5. And I just I think you know it makes good sense because our habits are really young at this age or nonexistent and it's just always going to be easier to make good habits at these young ages. And I think I mean the last point I'll make and then I got, I know Angela will have some really good insights too. I would say we can also see that the food industry has really ramped up their marketing to both family and younger and younger children. So these children are getting exposed at much younger ages than you know. When I was a child, when others were children. So our youngest children, we need to get in there even earlier than we have needed and in with the older kids, if that makes sense.

00:08:36 Rick

That that does and I'm. I'm glad you framed it like that. That was very good food for thought.

00:08:45 Michelle

You articulate it well.

00:08:47 Rick

I didn't know the right word, it was just it was.. It was so awesome. I didn't know the right text about it, but no, it sounds very, very crucial to get them. As you put it, as early earlier the better.

00:09:01 Michelle

They are some of our best investments, yes.

00:09:04 Rick

Angela, what do you have to say about this now?

00:09:06 Angela Hedstrom

Well, first thanks Emia. I'm so excited to be on a podcast with you. I love hearing about the research that supports this I did not know that piece about interventions and their sort of long term what researchers are seeing long term even with sort of short interventions. And I think just in general, I feel that way about early childhood investments like the data is so clear. When we invest in children during this critical development period. It's just so powerful, so impactful. And like me, I said. It's a critical human development period, and of course, it's all critical. It's not like once you're an adult, like, sorry, you're not going to change your habits because you still can, but it is just this magical, wonderful window of growth and development. And I think the only thing I would add to what Amelia has already said is also parent involvement. It's also the time period when parents are the most involved in their children's educational experiences and the nature of early childhood and early childhood education settings lends itself just so beautifully. To farm to early care and education, there's already generally best practice of family style meals, so sitting around serving ourselves, passing things, trying things, hands on learning is what early childhood is all about the curriculum. Early childhood educators are part of their training is to be responsive to the needs and interests and curiosities of the children and their care. Those things already exist in early childhood, so I think it's just an environment that is, it's just so well suited.  And also and this will probably come up again, early childhood settings are already doing farm to ECE whether or not they're calling it farm to ECE or recognize they're part of this whole movement. Yeah, I mean if you think about what you think about in preschool, like are you starting seeds and bags and …?

00:11:18 Rick

How do you do something like that?

00:11:26 Angela Hedstrom

Open them to the windows. Are you doing a cooking activity? Are you exploring worms outside? You know, like all of these things that happen in early childhood are part of farm to ECE.

00:11:41 Rick

What's the word I'm looking for..? The lessons or the curriculum might be just framed differently for younger kids. Maybe, right?

00:11:54 Angela Hedstrom

As opposed to older kids, in grade 12..

00:11:55 Rick

Yes. Yeah. Like a second grade lesson versus a preschool lesson.

00:11:59 Michelle

Well, there's developmental differences. Yeah, what you mean?

00:12:01 Rick

Yes. Yeah.

00:12:01 Angela Hedstrom

OK. Yeah. And age appropriateness and how you use tools and all of those things can vary, but I do think that the concepts may not be different, they're just approached differently or experienced differently.

00:12:17 Michelle

And I love that. I'm a I'm a huge farm to ECE, I guess advocate isn't the right word as a public servant. But you know, when I was doing my doctoral studies, a lot of people cite some of the research I've done to be a proof point that middle schoolers, you know, eat more fruits and vegetables are more willing to try them or increase the frequency or something. I forget exactly what the outcomes were.  But about that and that's just because you know there's a significant difference between a control group or, you know, different types of interventions and I kind of want to say, well, yes. And actually what happens as you know is like once you get to 4th or fifth grade, like, that's when youth have more autonomy over their food choices and their fruits and vegetables and whole grain consume and plummets. So you know, school gardens. We've seen. These hypothesize could be more of a maintenance factor than necessarily increasing fruits and vegetables. And so you know there's like a feeder program- farm to ECE is the farm to school feeder program. That's actually why I really pushed for Angela. I were talking just before this because I used to work at ECO Trust in 2006 and that's where we I conceptualized exactly the things you're saying. Like that's when Neophobia is in, you know, at a peak in in children's developmental stages. That's when. Yeah. That's why we went upstream to farm to preschool.

00:13:59 Emia Oppenheim

Oh, I love that. Yes, 100%.

00:14:04 Michelle

So sometimes, Rick fancies himself a genie in a bottle.

00:14:08 Rick

Well, I did during last episode anyway. What I did was I said I am a genie and I'm granting you one wish. Money is not an object, and this is, yeah, not to put you on the spot, but I guess I'm putting you on the spot. So what could you do? What's needed to make it magical where you can get the message out? What if you could do something for the future of your work?

00:14:19 Michelle

This is for you too now.

00:14:37 Rick

And money was no object because you have Rick the Genie that gave you wish. What would you do?

Either Angela or Emia, I don't care.

00:14:46 Angela Hedstrom

Emia, would you like to start?

00:14:55 Emia Oppenheim

As a part of a bigger whole, I think in terms of chronic disease prevention and long term health, children need both a farm to ECE Environment, but also they need outdoor access. So if I had a magic wand it would be really to create outdoor preschools across the country, that’s low income, as well as middle and high income children, everyone had access starting low income though… That you know, incorporated and Integrated Farm to ECE you know and taking pages from our tribal partners, who so many of them do this is just part and parcel of their ECE world, they have, you know, foraging and exploration of what you and I just think creating a system that really reconnects children to food and the land and their own sense of relationship to that is, I think would write so many wrong so that that would be my, my genie wish.

00:16:14 Angela Hedstrom

I love it.

I think in addition to Emia's wish…

00:16:21 Rick

I guess I gave them a wish, that's fair.

00:16:23 Michelle

I noticed you didn’t give me one?

00:16:27 Rick

That's coming later. Yeah, so go ahead.

00:16:29 Angela Hedstrom

Yeah, yes, I want all the things that Emia said and I will add, you know, when we're thinking about systems, I think a lot about care and caregivers and the way we value or do not value that work. So something about really uplifting the expertise in the early childhood field and I mean I'll just say it paying people paying people a lot more money to do the amazing work they do with children and families every day, and I also think, you know, I think about my why in this work a lot and my why is really babies and Mamas, which I don't work directly with babies or parents necessarily. My work is a little more removed. But I think that what I'm doing is part of a very large puzzle of supporting thriving communities.  And so, making sure that all the babies and all the Mamas had everything that they needed to thrive.

00:17:53 Emia Oppenheim

100% I like our back-to-back there. I'm with you.

00:18:01 Rick

OK, I would have just asked for a billion dollars and they could fund those. But thanks. Thanks anyway for playing along you guys.

00:18:10 Michelle

Really it was a pop quiz.

00:18:11 Rick

Yeah, yeah, you guys passed? Yeah. Those are good answers.

00:18:15 Angela Hedstrom

OK. Thank you.

00:18:17 Michelle

I mean, being younger audience, right? We have farm to school that we talk a lot about, but being a younger audience, I'm just wondering is there any like common myths you both run into in the farm, the ECE World?

00:18:34 Emia

Yes. Well, how about how about this is our new special edition farm to ECE?

00:18:40 Rick

I'd love to hear.

00:18:43 Emia

Mythbusters OK.

00:18:50 Angela Hedstrom

I can start. OK, well, I'm probably going to say like 10 wrapped up the break. So I think I have I think the you know the most common myth. I'm not sure if that's the right word, a misconception maybe is that you can include ECE in K through 12 farm to school technical assistance and training and expect them to have a similar experience or successes that you might be seeing in K through 12 in Oregon for a long time, we worked to bring E CE into the K through 12 movement and for sure it is part of that movement. We're all working in the farm to school movement and under that broad umbrella. But in the last few years, we have sort of stepped adjacently and have really refocused into creating farm to ECE specific spaces because ECE is its own field. It has many things in common with K through 12 environments, but it's also super different. Different staffing, different federal nutrition program different state support people, licensing requirements, professional development systems like even serving sizes and purchasing volumes different. Yeah, the vast array of types of programs there are for profit programs, nonprofit programs, subsidized programs, county based in home childcare with eight children to head start systems that serve over 1000 families. So to me, I think the biggest sort of misconception is that you can iInvite ECE folks into a K through 12 space and expect that they will get their needs met. They may be able to, certainly they will learn things and make connections and be inspired and all the things we hope when we convene people around farm to school. But in some ways it's almost asking them to do more work because then they have to take these K through 12 ideas and apply them. Adapt them to their very different settings and very different systems vigorously.

00:21:18 Rick

Yeah, that's good.

00:21:21 Michelle

So I'm totally getting it because you went. That was very technical, even or technical assistance, but just that it just really is a totally different field. Yes. OK, that's what I'm taking away.

00:21:34 Rick

And like for a lot of our conferences, we have the farm to cafeteria coming up here in the national farm to school network puts on, and that will be in Albuquerque in December, that will be a lot of fun. Do you see people there? But like you're saying it's kind of the whole gamut that's there. So I guess they will go to their breakouts more to get more individualized things too?

00:22:00 Angela Hedstrom

Well, I think in that kind of setting, it's important to have ECE-specific workshop yeah offerings. So which again isn't to say that ECE folks would not go to the other offerings and get a lot out of it, but to have a space that is made for them. So for example, people, and maybe we'll talk about this more, I don't know. But in Oregon we have a farm to school institute for K through 12 and we have a farm to EC Institute. And so for example, when we have a cooking workshop at either of those retreats, the cooking workshop at the K through 12 institute has a school nutrition professional, who has worked in K through 12 systems, the Cooking workshop at the ECE Institute, has someone who specializes in working with early childcare and knows the child and adult care food program and knows. So we wouldn't necessarily have either of those presenters present to the other group.  Does that make sense?

00:23:04 Rick

It does to me and I just appreciate the conversation being on, you know, my role is in Oregon is everything pre-K to 12 and it's nice to see it hear this broken down like this so much. It's the more opportunities I have to see it more. I guess, resonates a little bit so totally, but.

00:23:29 Michelle

What about another myth?

00:23:32 Emia Oppenheim

Yeah, I mean I would build on that even further. I think that was great, Angela, and that's that was my first thing is you really can't retrofit farm to school for farm to ECE. But I would. I would even add to that… That like the idea that I guess you have to have a sense of early care and education world and systems, because I think there's this idea that preschool is really just play time that there's, you know, no real identified structure necessarily. And that's absolutely not true. A lot of times, preschool educators have unbelievable demands in terms of what they have to meet for all the educational requirements as well as meeting sort of physical development requirements and the standards that they have to adhere to are really impressive. And on top of that they also have licensing requirements and licensing monitors that come out very regularly, and if they're on this child and adult care food program, the Child Nutrition program for early care and education. So it's like the National School lunch program, but for early care if they're a part of that, then they also have the rules and regs related to that and the people monitoring that program coming out to visit them often, that is more frequent visit wise than they go to visit the NS NSLP site. So there's a lot that educators have on their plate and as Angela alluded to earlier, they're often paid minimum wage, so they were 35 hats, but they're underpaid compared to, you know, the massive professions in our country. So I just, I think that's a common misunderstanding that we have expectations for school centers that we track based on early care educators and we have to recognize how much they have weighing on them before we can ask them, you know to do something else, to add something else and really to do our best with all of our work and our technical assistance and our funding to make their jobs easier rather than harder to try and be additive for them. So I think that would be that the other piece that I would add in there, but I say that I have one caveat. Can I add a caveat?

00:26:16 Michelle

Always, always.  In myth Busters, no problem.

00:26:17 Rick

Of course.

00:26:18 Emia Oppenheim

Which I also I when I say that I sometimes feel like I scare people off and they're like, you know what? I'm going to stick to farm to school. It sounds great here. But I think the flip side of that is that like if you've ever worked with educators and like especially my favorite family care providers who are providing care in their home, they are like, Oh my God, the most amazing people, they have patient that just makes you so humble and your capacity, you know, to love and to give and to do for the children in their care is astounding so when you bring ideas and resources and opportunities to them and tell them like, this is going to be so good for the kids in your care, chances are they are like 100% interested. So. So there's like a great flip side to it too.

00:27:19 Angela Hedstrom

Yes, that has been my experience as well, like the most amazing, committed child experts in the early childhood field.

00:27:31 Emia Oppenheim

Yes, yes. So fun to work with them along with the kids, yes.

00:27:38 Michelle

And so, and can you paint a picture too, of, like, what? An early childcare education setting would it looks like because my sense is it's very different all over.

00:27:50 Angela Hedstrom

You mean the like the classroom environment or the meal program? It's all so different depending on like me who was talking about family childcare, that's going to be very different than Head Start Center. There's a lot of variation. There is I think what doesn't vary is hands on learning that sort of family engagement piece and that connection between the learning environment and home. Emia?

00:28:30 Emia Oppenheim

I think I find the ECE is beautiful in that way, like it's really nimble and adaptable, you know so that you provide, you know, the training, the coaching, hopefully some funding and then the educators that are there, the staff that are there, they'll make it work with what they've done. Like I've talked, I've, I've had the honor and privilege of talking with educators across the country and like I I've spoken at length with this woman, she's just outside of Anchorage. She runs a large early care center out there and they have a short growing season. And so, you know, I had assumed like, her for him to ECE was zip locks you know on the zip lock bags on the window and potato bags inside. Like, no, she's like, we've got tires outside where we're growing lettuce, and we've got dress soap hanging from all the trees to ward off the moose because they like to eat it too and.

00:29:31 Michelle

I never knew this.

00:29:32 Emia Oppenheim

He's talking to the kids about, you know, all the things, all the berries that grow in the different grasses that grow in the area. And you know, just it's amazing how they adapt it to the environments that they're in.

00:29:49 Michelle

And something we haven't really talked about, but seems at its at its heart, is a belief that youth can do more that, like so much of our society, I feel like my own personal opinion, not the opinion of institutions in which we represent, but that a lot of a lot of what we've done is marginalized. The meaningfulness and impact and role that youth have in our society, and that comes at a cost and from the ECE you see places I have been, it's just palpable what a meaningful contribution. Kinder can make a pre-kinder. And do ever even and how much they're capable of. You know, a lot of times, even as a young parent, I was like ohh, should I have my kid? 18 months old, 24 month old chopping, pouring milk. The answer is yes. And they need to be. And they love it. They actually love cleaning up.

00:30:47 Angela Hedstrom

Yes, they love meaningful work. They love and all of that builds all these other skills, all these motor skills. It's all connected. I love watching kids chop things up.

00:31:01 Michelle

I also feel like it's the basis of our democracy that's taking it really far. But really, when we all contribute something to each other and have a shared meal. Some things. And which people have all contributed around, and then they talk, Babble, laugh. It's beautiful.

00:31:18 Angela Hedstrom

It is beautiful.

00:31:21 Emia Oppenheim

I think I mean, it's what Angela said at the beginning, which is like, farm, tech and just any ECE setting like the foundation of both of those things are exploration and exposure and hands on learning and so all of that foster that like sense of confidence that I can do these things, I can explain on my own. I can cut vegetables on my own and all of that is just critical to developing a healthy, capable adult.

00:31:58 Michelle

Well, there's so much we could talk about this topic and I'm just wondering is there anything else we want to make sure we cover today?

00:32:07 Angela Hedstrom

I have one more thing. 

00:32:10 Michelle

I love one more. Everybody gets one more thing, including Rick and me.

00:32:12 Angela Hedstrom

One more thing, OK. I would just like to put out there. I mean, AMIA has done amazing work in gathering funding lists for farm to ECE. I will say, generally speaking, ECE programs don't have access to many of the funding opportunities for garden and farm based education. As K through 12.

00:32:36 Michelle

Why is that?

00:32:38 Angela Hedstrom

I don't know If this is my question.

00:32:41 Rick

I just gave her, like, a billion dollars.

00:32:45 Michelle

That's true.

00:32:46 Angela Hedstrom

And I think you know, like if you if you come across a garden grant that's for elementary age, often it excludes preschool, some community funders. Here in Oregon, who are big supporters of environmental education and garden based education do not have early childhood in their portfolio. So these are just things that I would love to see more of. I would love to see ECE, even though I'm here saying it's so different. It's this different field for them to have more access to some of these funds that exist in the K through 12 space, so they hand build outdoor gardening spaces and I think that's happening more and more. I want to see more of it. I'm also seeing so much creativity and resourcefulness in the CEO space when it comes to grant writing, for example, they might have access to literacy grants that are specific to early childhood, and we're working with a head start AM program in Southern Oregon, who was given a literacy grant and they their literacy grant focused on their farm to ECE work, so it was about building up their library with Food and Agriculture related books and activities that brought families into that as well. So there are ways to get around that. And yeah, I would love to see more grants supporting Farm to ECE.

00:34:09 Emia Oppenheim

Yeah, I would love to just echo that a little bit. We were in such good shape at the end of last year, they were going to release as a part of the local food for schools for the first time ever they were going to have designated funds for child care along with the local food for schools. So we were..  The USDA was going to release close to 200 million that was dedicated for child care and that was cancelled in March and they released the farm to school grants, which does allow for ECE. And states interested in expanding farm to ECE, so it does include those applicants. But that's only 18 million. Well, for both friends of school and ECE. So it's just going to be really competitive. But I did want to plug there are two bills. I shouldn't say plug if you want to share information about two bills, there's one in the Senate and in the House that both have bipartisan support for local farmers expanding access to their food to school families and hopefully childcare, it always did, as Angela pointed out, it always depends on the wording that they use, and sometimes they'll say K12 and then we're out of luck. But if they say, you know, farm to child nutrition programs, then ECE's that are participating in that CACFP program can apply or get the  gains from that grant. Or even better, if they say just farm to zero to 18 years of age, then we really have wider access. So I yeah, I think it's a it's a tricky 1 and as Angela said ASAP John has been trying really hard to create resources for states, regions to get grants so that they can then provide funding to multiple ECE's in your area. Just because it is really underfunded.

00:36:34 Michelle

Well, and we will have links in the show notes to those different bills that are being under consideration at the time of this recording, which is October 2025. Farmto school month. And Emia and Angela, thank you both so much for joining us today to have a great conversation.

00:36:53 Angela Hedstrom

Thank you for having us.

00:36:54 Rick

And thanks for the laughter and putting up with us from the school, from the school was written, directed and produced by Rick Sherman and Michelle Markesteyn with production support from Leanne Locher of Oregon State University and was made possible by a grant by the United States Department of Agriculture. 

00:37:15 Michelle

The content and ideas of the farm to school podcast do not necessarily reflect the opinions of Oregon State University or the United States Department of Agriculture. The USDA and Oregon State University are equal opportunity providers and employers.

00:37:29 Rick

Do you want to learn more about farm to school”

00:37:30 Michelle 

Or farm to ECE. Gosh, who doesn't? Oh my God. I do. We're farm to zero to 18 year olds dot com.

00:37:34 Rick

Or farm to ECE. Thank you. Yeah. Check out all of that stuff and other episodes, show notes, contact information and much more by Googling Farm, the school podcast. OSU and not Ohio State University, sorry, Oregon State University. We would love to hear from you? 

00:38:00 Michelle

Goodbye, goodbye.

00:38:02 Michelle

Bye. Goodbye. Thank you, Angela. Thank you. Thank you. Bye. Thanks so much.