Plant sPecies in RecReational sPaces of initial

education establishments of bahía blanca distRict

(

buenos aiRes, aRgentina): analysis of its diveRsity

and educational Role

esPecies vegetales en esPacios RecReativos de establecimientos

de educación inicial del PaRtido de bahía blanca (buenos aiRes,

aRgentina): análisis de su diveRsidad y Rol educativo

1

& Viviana Cambi

Vanesa Pérez Cuadra * , Magalí Verolo

Resumen

Introducción y objetivos: Las especies vegetales cultivadas en Establecimientos

Educativos son diversas reﬂejando el costumbrismo de la población local. Su

presencia podría contribuir a la revalorización de la ﬂora local, actuando como

disparadores pedagógicos y, a la vez, cumplir una función ornamental. Los objetivos

de este estudio son inventariar las especies vegetales en espacios recreativos

de los jardines de infantes del Partido de Bahía Blanca y relevar información

relacionada con la presencia de dichas especies, así como el conocimiento general

que tienen los directivos/docentes sobre las mismas.

1

. Grupo de Estudios en Botánica

Básica Aplicada (GEBBA),

INBIOSUR CONICET-UNS, Bahía

Blanca, Buenos Aires, Argentina

y

*vperezcuadra@un.edu.ar

Citar este artículo

M&M: Se realizó un censo ﬂorístico en 85 establecimientos públicos y privados y

se encuestó/entrevistó a la persona responsable a ﬁn de registrar información

complementaria en relación a las especies y el rol que cumplen en la institución.

Resultados: Se identiﬁcaron 272 especies pertenecientes a 86 familias botánicas.

Se encontró un 88% de exóticas y 12% de nativas, siendo el 1,45% endémicas de

Argentina. El 100% de los jardines de infantes con plantas tienen especies exóticas,

el 43% especies nativas y el 10% endémicas. Los docentes reconocen falta de

conocimiento del entorno botánico, mencionan interés en capacitarse en el tema.

Conclusiones: La diversidad de especies de plantas en los espacios recreativos de

los jardines de infantes es alta, siendo en su mayoría exóticas. Es importante una

planiﬁcación de las especies de plantas en estas instituciones para que puedan ser

utilizadas como recursos didácticos.

PÉREZ CUADRA, V., M. VEROLO

V. CAMBI. 2024. Plant species

&

in recreational spaces of Initial

Education Establishments of Bahía

Blanca District (Buenos Aires,

Argentina): Analysis of its diversity

and educational role. Bol. Soc.

Argent. Bot. 59: 239-255.

DOI: https://doi.

org/10.31055/1851.2372.v59.

n2.43189

PalabRas clave

Argentina, espacio verde urbano, especies vegetales, diversidad de plantas, jardines

de infantes, planta ornamental, recurso didáctico.

summaRy

Introduction and aims: The plant species grown in Educational Establishments

are diverse, reﬂecting the customs of the local population. Their presence could

contribute to the revaluation of local ﬂora, acting as pedagogical triggers and

fulﬁlling an ornamental function simultaneously. The objectives of this study are to

inventory the plant species in recreational spaces of the kindergartens of the Bahía

Blanca District and to collect information related to the presence of these species,

as well as the general knowledge that managers/teachers have about them.

M&M: A ﬂoristic census was carried out in recreational spaces of 85 public and

private kindergartens. Directors/teachers were surveyed/interviewed to record

complementary information about the species and their role in the institution.

Results: Two hundred seventy-two species belonging to 86 botanical families

were identiﬁed. 88% were found to be exotic, and 12% were native, with 1.45%

being endemic to Argentina. 100% of all kindergartens that present plants have

exotic species, 43% 43% native species and 10% endemic species. The teachers

recognize a need for knowledge of the botanical environment and mention an

interest in training on the subject.

Recibido: 17 Nov 2023

Conclusions:Thediversityofplantspeciesintherecreationalspacesofkindergartens

is high, most of them being exotic. It is important to plan plant species in these

institutions so that they can be used as teaching resources.

Aceptado: 23 Mar 2024

Publicado impreso: 30 Jun 2024

Editora: Norma Hilgert

Key woRds

ISSN versión impresa 0373-580X

ISSN versión on-line 1851-2372

Argentina, didactic resource, kindergarten, ornamental plant, plant species, plant

diversity, urban green space.

239

Bol. Soc. Argent. Bot. 59 (2) 2024

intRoduction

to that place (Acar et al., 2007). Ornamental plants

non-native to a speciﬁc place do not probably

Since the beginning, humans had a close adapt well to their new environments, generating

relationship with plants. In a broad sense, their life displeasure in addition to a useless economic

had always depended primarily on them. The use expense, or they can adapt so and spread to such

of vegetables as a resource base has not deprived an extent that they become invasive (Vitousek

human beings of noticing the beauty of their shapes, et al., 1997; Mack et al., 2000; Brooks et al.,

colours, movements, and smells; for this reason, 2004). Usually, the plants chosen to cultivate in

plants have also had ornamental importance from public spaces require little care, survive inclement

the same moment humans noticed their presence. weather, are often non-native to that habitat, and

Throughout history, aesthetic valorization and the are selected by their aesthetic characteristics.

necessity to keep speciﬁc memories of homelands Despite this, in recent years, the production and

vivid have caused many plant species to be moved commercialization of endemic and native plants for

to places far away from their natural habitats. In this gardening has increased in diﬀerent countries, like

way, many plant species have once moved to new Brazil, China and EEUU (Liu et al., 2003; Heiden

regions, colonized new environments and caused et al., 2006; Tangren et al., 2022).

ecological impacts on the invaded ecosystems

Richardson et al., 2000; Gil Otaiza et al., 2006).

In Argentina, towards the end of the ‘90s, the

use of native plants as ornamentals was not widely

(

This accidental or forced colonization, coupled exploited; only a few species were commercialized

with the reduction of natural spaces due to the and cultivated (Mascó et al., 1998). However,

advance of urbanization, are indisputable factors in recent years, there has been an increase in

promoting biological invasion processes, the the establishment of native plant nurseries and

second most important cause of loss of biodiversity the commercialization of this type of species in

nowadays (Vitousek et al., 1997). Some countries, traditional stores. In some Argentinean cities,

such as Australia, where cities have specialized initiatives to use native species in the ornamentation

government commissions in urban tree planning, of green spaces are being registered (Rovere, 2022).

have achieved the incorporation of native plants Most cultivated species are exotic, particularly in

into the ornamentation of public spaces (Kendal et Bahía Blanca city (Buenos Aires, Argentina). It is a

al., 2012; Shaw et al., 2017). In others, groups of city with a visually “unattractive” native vegetation

specialists from research centres, conservationist (grass steppe, xerophilous, psammophilous or

groups, or landscape architects try to spread the halophilous shrub) (Arana et al., 2021) and with

importance of eradicating invasive species, giving a strong inﬂuence of European colonizers who

priority to the cultivation of native ones (Mack et brought their customs and beliefs contributing to

al., 2000; Kumschick et al., 2015; Brzuszek et al., the introduction, rooting and cultivation of foreign

2

017; Bünzli, 2017).

Green spaces and other areas assigned for Zalba, 2008).

public recreation in cities are now considered well- Cultivating species native to each region as

plant species for ornamental purposes (Negrin &

designed and preserved resources that collaborate ornamental can improve the role of ornamental

extensively with improving life quality (Dearborn plants in biodiversity and attract local wildlife

&

Kark, 2010). This aspect is increasing value, (insects, butterﬂies, birds, etc.) by providing them

considering the world population increment, which with shelter and food (Smith et al., 2006). That is

generates a signiﬁcant change in the urban structure, why, within the current framework of the planet’s

making green spaces progressively smaller due to valorization, the cultivation of native plants (in

the need to use the land for housing (Acar et al., each region) is a powerful tool to promote the

2

007; Kendal et al., 2012).

conservation of biodiversity (Mack et al., 2000;

Ornamental plants in squares, public spaces, Negrin & Zalba, 2008). Encouraging the use

streets, and gardens, among others, provide of native plant species in recreational spaces of

aesthetic value, shade, protection, aromatization, educational institutions is a fundamental point

etc. Generally, the choice of an ornamental plant is for the knowledge of native species and the

based on trendy species that usually are not native revaluation of the country’s vegetation (Biondi

240

V. Pérez Cuadra et al. - Plant species in recreational spaces of Bahía Blanca (Buenos Aires, Argentina)

et al., 2008; Heiland, 2021). In Brazil, besides up of xerophytic trees or shrubbery. In the coastal

being typical of the place, the species used to areas, there are plains and marshes with crab beds

landscape the schoolyards must meet certain where characteristic halophilic vegetation is found

conditions of aptitude to cohabit with the students (Allenrolfea patagonica (Moq.) Kuntze, Cyclolepis

and the geographic environment (Biondi et al., genistoides Gillies ex D. Don, Sarcocornia perennis

2

008). The landscaping of educational institutions (Mill.) A.J. Scott, Sporobolus R.Br. spp., etc.)

with appropriate designs improves the visual (Arana et al., 2021).

and environmental quality (Cadorin et al., 2011),

aspects that maximize educational and recreational Census of plant species in Initial Education

activities generating a motivating force for learning Institutions

(Biondi et al., 2008). We performed a census of all plant species in

This work aimed to inventory the diversity 85 public and private kindergartens and childcare

of species in outdoor and indoor spaces of centres recognized by the administration in charge,

kindergartens in Bahía Blanca District to relate to called “Dirección General de Cultura y Educación”

the selection criteria of the plant species and the (i.e. General Directorate of Culture and Education)

general knowledge that directors/teachers have of Buenos Aires Province. The surveys were carried

about the plants at the education institution.

out between 2010 and 2012, generating periodic

updates every three years, the last being in 2022.

In addition to identifying the species, the mode of

cultivation (inside or outside built structures, on the

ground or in ﬂowerpots) was recorded for each and

the speciﬁc area where they are located.

mateRials and methods

General characteristics of the Bahía Blanca district

Bahía Blanca District is located in the southwest

To identify the plant species cultivated in the

of Buenos Aires Province, 700 km south of Buenos kindergartens, we used a bibliography focused

Aires City, the capital of Argentina. Its urban centres on cultivated ornamental plants and speciﬁc for

include the capital city of Bahía Blanca (38°43´2´´S Argentina (Dimitri, 1988; Innes & Glass, 1997;

and 62°15´54´´W) and the localities Cabildo, General Sajeva & Constanzo, 2001; Bryan, 2002; Dirr, 2002;

Daniel Cerri, Grünbein and Ingeniero White. Among Schmid, 2002; Llamas, 2003; Armitage, 2004,

the urban localities, there are rural areas and four 2011; Austin, 2005; Hurrell et al., 2006, 2007).

protected areas: the Municipal Coastal Reserve, the Those specimens whose taxonomic identiﬁcation

Gaviota Cangrejera and the Bahía Blanca, Falsa and was doubtful and required consultation with

Verde Provincial Nature Reserves and the Cueva experts or determination with taxonomic keys were

de Los Leones Private Reserve. There are 335.190 preserved and deposited in the Herbarium of the

inhabitants in the whole district, with 90% in urban INBIOSUR CONICET-UNS (BBB) (Table 1). The

settlements and the remaining 10% in rural areas scientiﬁc names and their taxonomic position were

(

INDEC, 2023). The climate is temperate and is updated following the international WFO (2023),

characterized by an average annual temperature of IPNI (2023) and TROPICOS (2023) database. To

5°C with well-marked thermal stations and extreme determine the status (exotic, native or endemic,

temperatures between -5°C and 39°C; the rains reach Argentina), a specialized bibliography was used

00 to 700 mm annually, and the prevailing winds (Cabrera & Zardini, 1993; Antón & Zuloaga, 2023).

1

6

are of the north and northwest quadrant with average

speeds of 24 km/h (Capelli de Steﬀens et al., 2006).

Surveys and interviews to directors/teachers in

Bahía Blanca District, in terms of biogeographic charge of Initial Educational Institutions

regions, extends in the transition between In the case of the surveys, the person in charge

the Pampeano Austral and Espinal regions. of each educational establishment was asked

The predominant vegetation is the grass steppe about their consent to respond, assuming the

alternating with some areas in which xerophytic conﬁdentiality of the information provided. It is

species, such as Colletia paradoxa (Spreng.) Escal., essential to clarify that the people in charge of

Discaria americana Gillies & Hook., among others, the educational institution at the time of the visits

predominate. There are also some bush remains made were not always the directors; in some cases,

241

Bol. Soc. Argent. Bot. 59 (2) 2024

they were teachers; this is why we will refer to podophyllum Schott (29%), Asparagus setaceus

directors or teachers. Although it was thought (Kunth) Jessop and Cupressus sempervirens L.

about conducting surveys in some establishments, (26%), Iris x germanica L. (25%), Rosa L. sp.

the survey became a semi-structured interview due (23%), Scheﬄera digitata J.R. Forst. & G. Forst.

to the predisposition of the person surveyed and (23%), Lampranthus spectabilis (Haw.) N.E. Br.

the conversation that took place.

(21%), Nephrolepis cordifolia (L.) C. Presl (21%),

For the interviews and surveys, prior informed Nerium oleander L. (22%) and Aspidistra elatior

consent was requested from each kindergarten Blume (19%) (Table 1).

director/teacher. It was investigated to register

From the total number of surveyed species, 240

information about whether the building was built (88%) were exotic, and 32 (12%) were natives of

especially for a kindergarten, if the plants had Argentina, of which only four were endemic to

been there since its inauguration if there had been our country (Table 1). In all kindergartens with

any planned landscaping of the site, if they know plants, exotic species were registered, native

plants in general, if they know (even by name) ones were registered in 43% of the educational

any of the plants in the establishment and if they institutions, and endemic species were registered

use plants as teaching resources (native/exotic in only 10%.

concepts, environmental conservation, etc.). Any

other information that the person interviewed maximum of two species per kindergarten, while

highlighted as necessary was also registered. the endemic species were found in different

Native species to Argentina presented a

To perform this work, authorizations were establishments. Native species corresponded

processed at the Jefatura Distrital de Educación of to the families Amaryllidaceae, Anacardiaceae,

Bahía Blanca City, which endorsed the study and Apocynaceae, Asteraceae, Bignoniaceae,

allowed the necessary data to be obtained.

Bromeliaceae, Cactaceae, Cannaceae,

Commelinaceae, Convolvulaceae, Fabaceae,

Malvaceae, Nephrolepidaceae, Oxalidaceae,

Passiﬂoraceae, Phytolaccaceae, Portulacaceae,

Solanaceae and Verbenaceae (Table 1). The most

Results

Census of plant species in Initial Education frequently native species found were: Nephrolepis

Institutions cordifolia (observed in 21% of the kindergartens),

The overall number of plants per kindergarten Canna indica L. (in 15% of them), Erythrina

varies greatly from two institutions with no plants, crista-galli L., Jacaranda mimosifolia D. Don

some with two or three species, to others with and Schinus molle L. (in 13%), Lantana camara

a more signiﬁcant number of species. The vast L., Oxalis articulata Savigny, Parasenegalia

majority (71 kindergartens) have between ﬁve visco (Lorentz ex Griseb.) Seigler & Ebinger (in

to twenty diﬀerent species; twelve kindergartens 7%) and Portulaca grandiﬂora Hook. (in 6%).

presented more than 30 species (one about 48

diﬀerent ones).

From the 28 native species to Argentina, 12

species were native to the Bahía Blanca region

Two hundred seventy-two ornamental species (43%): Araujia sericifera Brot., Commelina

belonging to 86 botanical families were identiﬁed erecta L., Dichondra microcalyx (Hallier f.)

(Table 1). The species of the Rosa genus could not Fabris, Erythrostemon gilliesii (Hook.) Klotzsch,

be determined (Table 1). The families with the most Neltuma alba (Griseb) C.E. Hughes & G.P. Lewis,

signiﬁcant species were Asteraceae and Fabaceae, Nicotiana glauca Graham, Nothoscordum gracile

with 19, and Crassulaceae and Rosaceae, with 17 (Aiton) Steran, Oxalis articulata, Wedelia glauca

species (Table 1).

(Ortega) Hoﬀm., Passiﬂora caerulea L., Schinus

The most frequent species in the kindergartens molle and Tillandsia aeranthos (Loisel.) L.B.

were: Chlorophytum comosum (Thunb.) Jacques Sm. (Table 1). Of the four endemic species to

(

83%), Epipremnum aureum (Linden ex André) Argentina, only two were naturally distributed

G.S. Bunting (51%), Pelargonium hortorum L.H. in to the Bahía Blanca region: Ipheion uniﬂorum

Bailey (43%), Fraxinus pennsylvanica Marshall (Graham.) Raf. and Soehrencia candicans (Gillies

(

36%), Hedera helix L. (31%), Syngonium ex Salm-Dyck) Schlumpb. (Table 1).

242

V. Pérez Cuadra et al. - Plant species in recreational spaces of Bahía Blanca (Buenos Aires, Argentina)

Table 1. Ornamental species found in the kindergartens of Bahía Blanca District (Buenos Aires,

Argentina). Abbreviation: Exo.: exotic; Nat.: native; End.: endemic. (*) indicates the species of which a

herbarium specimen was made. Abbreviations= SA: Status for Argentina, SBB: Status for Bahía Blanca

region, NEP: Number of establishments that present it.

Family

Acanthaceae

Aizoaceae

Species

SA

SBB

Exo.

Nat.

Exo.

Nat.

Exo.

Nat.

Exo.

NEP

3

Acanthus mollis L.

Exo.

End.

Exo.

Nat.

Exo.

Nat.

Exo.

Justicia brandegeeana Wassh. & L.B.Sm.

Drosanthemum ﬂoribundum (Haw.) Schwantes

Glottiphyllum oligocarpum L. Bolus

Lampranthus spectabilis (Haw.) N.E. Br.

Mesembryanthemum cordifolium L.f.

Liquidambar styraciﬂua L.

1

Aizoaceae

1

Aizoaceae

17

5

Aizoaceae

Altingiaceae

Amaranthaceae

Amaryllidaceae

Anacardiaceae

Apiaceae

1

Beta vulgaris L.

4

Spinacia oleracea L.

1

Agapanthus africanus (L.) Hoﬀmanns.

Allium cepa L.

10

2

Allium triquetrum L.

2

Clivia miniata (Lindl.) Bosse

Crinum x powellii Hort. ex Baker *

Ipheion uniﬂorum (Graham.) Raf.

Narcissus pseudonarcissus L.

Nothoscordum gracile (Aiton) Steran*

Schinus molle L.

9

1

2

1

11

1

Apium graveolens L.

Apiaceae

Daucus carota L.

1

Apiaceae

Petroselinum crispum (Mill.) Fuss

Araujia sericifera Brot. *

3

Apocynaceae

Araceae

2

Catharanthus roseus (L.) G. Don

Nerium oleander L.

1

18

1

Orbea variegata (L.) Haw.

Trachelospermum jasminoides (Lindl.) Lem.

Vinca major L.

14

8

Aglaonema commutatum Schott

Arum italicum Mill.

1

Araceae

5

Araceae

Caladium bicolor (Aiton) Vent.

Dieﬀenbachia seguine (Jacq.) Schott

Epipremnum aureum (Linden ex André) G.S. Bunting

Monstera deliciosa Liebm.

2

Araceae

4

Araceae

42

1

Araceae

Spathiphyllum wallisii Regel

Syngonium podophyllum Schott

Zantedeschia aethiopica (L.) Spreng.

5

Araceae

24

5

Araceae

243

Bol. Soc. Argent. Bot. 59 (2) 2024

Family

Species

SA

SBB

Exo.

NEP

26

19

2

Araliaceae

Arecaceae

Hedera helix L.

Exo.

Scheﬄera digitata J.R. Forst. & G. Forst.

Chamaerops humilis L.

Rhapis excelsa (Thunb.) A. Henry

2

Washingtonia ﬁlifera (Gloner ex Kerch., Burv., Pynaert,

1

Rodigas & Hull) de Bary

Asparagaceae

Asphodelaceae

Aspleniaceae

Asteraceae

Agave americana L.

Exo.

3

1

Albuca bracteata (Thunb.) J.C. Manning & Goldblatt

Asparagus asparagoides (L.) Druce

Asparagus densiﬂorus (Kunth) Jessop

Asparagus setaceus (Kunth) Jessop

Aspidistra elatior Blume

2

12

22

16

69

3

Chlorophytum comosum (Thunb.) Jacques

Cordyline australis (G.Forst.) Endl.

Dracaena fragans (L.) Ker. Gawl.

Dracaena reﬂexa var. angustifolia Baker

Dracaena trifasciata (Prain) Mabb.

Drimiopsis maculata Lindl. & Paxton

Ruscus aculeatus L.

8

2

3

1

8

Yucca ﬁlamentosa L.

2

Aloe arborescens Mill.

4

Aloe maculata All.

12

2

Aristaloe aristata (Haw.) Boatwr. & J.C. Manning *

Haworthiopsis fasciata (Willd.) G.D.Rowley *

Phormium tenax J.R. Forst. & G. Forst.

Asplenium nidus L.

2

3

1

Argyranthemum frutescens (L.) Sch. Bip. *

Bellis perennis L.

1

Asteraceae

5

Asteraceae

Calendula oﬃcinalis L.

8

Asteraceae

Cichorium intybus L.

3

Asteraceae

Delairea odorata Lem. *

1

Asteraceae

Dimorphotheca fruticosa (L.) Less.

Euryops pectinatus Cass.

8

Asteraceae

4

Asteraceae

Farfugium japonicum (L.) Kitam.

Felicia amelloides (L.) Voss

9

Asteraceae

1

Asteraceae

Gazania rigens (L.) Gaertn.

10

1

Asteraceae

Gerbera jamesonii Bolus ex Hook. f.

Helianthus tuberosus L.

Asteraceae

2

Asteraceae

Jacobaea maritima (L.) Pelser & Meijden

Leucanthemum vulgare Lam.

Senecio angulatus L. f. *

2

Asteraceae

2

Asteraceae

1

Asteraceae

Senecio madagascariensis Poir. *

1

244

V. Pérez Cuadra et al. - Plant species in recreational spaces of Bahía Blanca (Buenos Aires, Argentina)

Family

Asteraceae

Species

SA

SBB

Exo.

Nat.

Exo.

Nat.

Exo.

NEP

8

Tagetes erecta L.

Exo.

Nat.

Exo.

Nat.

Exo.

Nat.

Exo.

Nat.

Asteraceae

Taraxacum oﬃcinale F.H. Wigg.

Wedelia glauca (Ortega) Hoﬀm.

Impatiens balsamina L.

2

Asteraceae

1

Balsaminaceae

Begoniaceae

Berberidaceae

Bignoniaceae

Brassicaceae

Bromeliaceae

Buxaceae

8

Begonia aconitifolia A.DC.

1

Begonia cucullata Willd.

12

1

Begonia rex Putz.

Nandina domestica Thunb.

3

Campsis radicans (L.) Seem.

3

Catalpa bignonioides Walter

5

Handroanthus impetiginosus (Mart. ex DC.) Mattos *

Jacaranda mimosifolia D.Don

Podranea jasminoides (Lindl.) K.Schum.

Podranea ricasoliana (Tanfani) Sprague

Lobularia maritima (L.) Desv.

2

11

3

6

3

Matthiola incana (L.) W.T.Aiton

Raphanus raphanistrum subsp. sativus (L.) Domin

Aechmea fasciata (Lindl.) Baker

Tillandsia aeranthos (Loisel.) L.B.Sm.

Buxus sempervirens L.

1

2

1

2

11

3

Cactaceae

Opuntia sulphurea Gillies ex Salm-Dyck

Cactaceae

Schlumbergera russelliana (Hook.) Britton & Rose

Schlumbergera truncata (Haw.) Moran

Soehrencia candicans (Gillies ex Salm-Dyck) Schlumpb.

Lobelia erinus L.

Exo.

End.

Exo.

Nat.

Exo.

Nat.

Exo.

Nat.

Exo.

Nat.

Exo.

Nat.

Exo.

Nat.

Exo.

2

1

Cactaceae

1

Campanulaceae

Cannaceae

4

Canna indica L.

13

10

4

Caprifoliaceae

Casuarinaceae

Caryophyllaceae

Celastraceae

Comelinaceae

Convolvulaceae

Crassulaceae

Abelia x grandiﬂora (Rovelli ex André) Rehder

Lonicera japonica Thunb.

Casuarina cunninghamiana Miq.

Dianthus plumarius L.

3

7

Euonymus japonicus Thunb.

11

7

Commelina erecta L.

Tradescantia ﬂuminensis Vell.

Tradescantia pallida (Rose) D. R. Hunt

Convolvulus arvensis L.

4

10

1

Dichondra microcalyx (Hallier f.) Fabris

Ipomoea batatas (L.) Lam.

6

1

Aeonium arboreum Webb & Berthel.

Aeonium gomerense (Praeger) Praeger

Crassula arborescens Willd.

1

245

Bol. Soc. Argent. Bot. 59 (2) 2024

Family

Species

SA

SBB

Exo.

NEP

2

Crassulaceae

Cupressaceae

Cyperaceae

Crassula brevifolia Harv.

Exo.

Crassula subacaulis subsp. erosula (N.E.Br.) Toelken

Crassula multicava Lem.

3

15

4

Crassula ovata Druce

Kalanchoe blossfeldiana Poelln.

Kalanchoe daigremontiana Raym.-Hamet & H.Perrier

Kalanchoe fedtschenkoi Raym.-Hamet & H.Perrier

Hylotelephium telephium (L.) H. Ohba

Sedum clavatum R.T. Clausen

Sedum dendroideum Moc. & Sessé ex DC.

Sedum lucidum R.T. Clausen

Sedum pachyphyllum Rose

Sedum palmeri S. Watson

6

3

4

1

3

1

2

1

Sedum annuum L.

2

Calocedrus decurrens (Torr.) Florin

Cupressus sempervirens L.

Thuja occidentalis L.

1

22

1

Cyperus alternifolius L.

8

Didiereaceae

Elaeagnaceae

Euphorbiaceae

Fabaceae

Portulacaria afra Jacq.

6

Elaeagnus pungens Thunb.

Euphorbia peplus L.

2

1

Manihot esculenta Crantz

2

Ricinus communis L.

1

Acacia baileyana F. Muell.

2

Fabaceae

Acacia dealbata Link

2

Fabaceae

Acacia melanoxylon R. Br.

2

Fabaceae

Acacia retinodes Schltdl.

3

Fabaceae

Albizia julibrissin Durazz.

Exo.

Nat.

Exo.

Nat.

Exo.

Nat.

Exo.

Nat.

Exo.

Nat.

Exo.

3

9

3

1

7

Erythrostemon gilliesii (Wall. ex Hook.) Klotzsch

Erythrina crista-galli L.

Lathyrus latifolius L.

Lathyrus oleraceous Lam.

Neltuma alba (Griseb.) C.E. Hughes & G.P. Lewis

Phaseolus vulgaris L.

Parasenegalia visco (Lorentz ex Griseb.) Seigler &

Ebinger

Fabaceae

Robinia pseudoacacia L.

Exo.

14

1

Robinia pseudoacacia L. cv. casque rouge

Spartium junceum L.

3

Styphnolobium japonicum (L.) Schott

3

Fabaceae

Trifolium pratense L.

Exo.

3

246

V. Pérez Cuadra et al. - Plant species in recreational spaces of Bahía Blanca (Buenos Aires, Argentina)

Family

Fabaceae

Species

Wisteria sinensis (Sims) DC.

SA

SBB

Exo.

NEP

1

Exo.

Nat.

Exo.

Nat.

Exo.

Fagaceae

Quercus robur L.

1

Geraniaceae

Hydrangeaceae

Iridaceae

Geranium molle L.

1

Pelargonium hortorum L.H. Bailey

Hydrangea macrophylla (Thunb.) Ser.

Philadelphus coronarius L.

Iris x germanica L.

36

5

2

21

1

Juglandaceae

Lamiaceae

Lauraceae

Linaceae

Juglans regia L.

Lavandula angustifolia Mill.

Leonotis leonurus (L.) R. Br.

Plectranthus ciliatus E. Mey.

Plectranthus glabratus (Benth.) Alston

Plectranthus parviﬂorus Willd.

Plectranthus scutellarioides R. Br.

Rosmarinus oﬃcinalis L.

13

1

6

Salvia oﬃcinalis L.

2

Salvia splendens Sellow ex Schult.

Teucrium fruticans L.

2

1

Laurus nobilis L.

8

Persea americana Mill.

2

Linum grandiﬂorum Desf.

Cuphea hyssopifolia Kunth

Lagerstroemia indica L.

1

Lythraceae

Magnoliaceae

Malvaceae

Marantaceae

Meliaceae

2

4

Punica granatum L.

4

Magnolia grandiﬂora L.

1

Callianthe picta (Gillies ex Hook. & Arn.) Donnell *

Ceiba chodatii (Hassl.) Ravenna

Ceiba speciosa (A.St.-Hil., A.Juss. & Cambess.) Ravenna

Hibiscus rosa-sinensis L.

Hibiscus syriacus L.

2

1

2

10

1

Malva arborea (L.) Webb & Berthel.

Maranta leuconeura É.Morren

Melia azedarach L.

1

6

Moraceae

Ficus benjamina L.

13

2

Moraceae

Ficus carica L.

Moraceae

Ficus elastica Roxb. ex Hornem.

Morus alba L.

1

Moraceae

4

Myrtaceae

Melaleuca linearis Schrad. & J.C.Wendl.

Nephrolepis cordifolia (L.) C.Presl

Bougainvillea spectabilis Willd.

Mirabilis jalapa L.

2

Nephrolepidaceae

Nyctaginaceae

17

3

5

247

Bol. Soc. Argent. Bot. 59 (2) 2024

Family

Species

SA

SBB

Exo.

Nat.

Exo.

NEP

30

13

6

Oleaceae

Fraxinus pennsylvanica Marshall

Jasminum mesnyi Hance

Jasminum polyanthum Franch.

Ligustrum lucidum W.T. Aiton

Ligustrum sinense Lour.

Olea europaea L.

Exo.

Nat.

Exo.

End.

Exo.

Oleaceae

14

9

Oleaceae

5

Oleaceae

Syringa vulgaris L.

3

Onagraceae

Oxalidaceae

Passiﬂoraceae

Phytolaccaceae

Pinaceae

Fuchsia hybrida Voss

1

Clarkia amoena (Lehm.) A. Nelson & J. F. Macbr.

Oxalis articulata Savigny *

Passiﬂora caerulea L.

1

6

3

Phytolacca dioica L.

2

Pinus halepensis Mill.

15

1

Pittosporaceae

Plantaginaceae

Platanaceae

Plumbaginaceae

Portulacaceae

Primulaceae

Ranunculaceae

Rosaceae

Pittosporum tenuifolium Gaertn.

Pittosporum tobira W.T. Aiton

Antirrhinum majus L.

11

10

1

Nuttallanthus canadensis (L.) D.A. Sutton

Platanus acerifolia (Aiton) Willd.

Plumbago auriculata Lam.

Portulaca grandiﬂora Hook.

Cyclamen persicum Mill.

Primula malacoides Franch.

Primula obconica Hance

Primula veris L.

1

7

5

1

3

4

Ranunculus asiaticus L.

2

Chaenomeles japonica (Thunb.) Lindl. ex Spach

Cotoneaster franchetii Bois

Cotoneaster glaucophyllus Franch.

Cydonia oblonga Mill.

1

Rosaceae

1

Rosaceae

1

Rosaceae

1

Rosaceae

Eriobotrya japonica (Thunb.) Lindl.

Photinia x fraseri Dress

7

Rosaceae

3

Rosaceae

Prunus amygdalus Batsch

Prunus armeniaca L.

3

Rosaceae

10

2

Rosaceae

Prunus avium (L.) L.

Rosaceae

Prunus cerasifera Ehrh.

5

Rosaceae

Prunus domestica L.

8

Rosaceae

Prunus simonii Carrière

1

Rosaceae

Prunus persica (L.) Batsch

Pyracantha coccinea M. Roem.

Pyrus communis L.

4

Rosaceae

8

Rosaceae

1

Rosaceae

Rosa L. sp.

19

248

V. Pérez Cuadra et al. - Plant species in recreational spaces of Bahía Blanca (Buenos Aires, Argentina)

Family

Rosaceae

Species

Spiraea cantoniensis Lour.

SA

SBB

Exo.

Nat.

Exo.

NEP

8

Exo.

Nat.

End.

Exo.

Nat.

Exo.

Nat.

Exo.

Rubiaceae

Rutaceae

Gardenia jasminoides J. Ellis

Citrus aurantium L.

2

5

Rutaceae

Citrus limon (L.) Osbeck

Citrus maxima (Burm.) Merr.

Ruta graveolens L.

8

Rutaceae

4

Rutaceae

7

Salicaceae

Scrophulariaceae

Simaroubaceae

Solanaceae

Talinaceae

Tamaricaceae

Theaceae

Populus alba L.

3

Populus nigra L.

4

Salix babylonica L.

7

Buddleja davidii Franch.

Myoporum laetum G. Forst.

Ailanthus altissima (Mill.) Swingle

Brunfelsia australis Benth.

Nicotiana glauca Graham

Solanum crispum Ruiz & Pav. *

Solanum lycopersicum L.

Solanum tuberosum L.

Talinum paniculatum (Jacq.) Gaertn.

Tamarix ramosissima Ledeb.

Camellia japonica L.

2

6

8

1

2

1

3

2

3

Tropaeolaceae

Ulmaceae

Tropaeolum majus L.

2

Ulmus minor Mill.

10

1

Urticaceae

Verbenaceae

Viburnaceae

Violaceae

Parietaria judaica L.

Pilea cadierei Gagnep. & Guillaumin

Pilea nummulariifolia (Sw.) Wedd.

Soleirolia soleirolii (Req.) Dandy

Aloysia citrodora Paláu

Duranta erecta L.

1

6

1

Lantana camara L.

6

Viburnum tinus L.

12

9

Viola odorata L.

Violaceae

Viola tricolor L.

3

Vitaceae

Parthenocissus quinquefolia (L.) Planch.

Parthenocissus tricuspidata (Siebold & Zucc.) Planch.

Vitis vinifera L.

4

Vitaceae

1

Vitaceae

9

249

Bol. Soc. Argent. Bot. 59 (2) 2024

Some of the species found are horticultural, fruit didactic resources for student’s learning, and they

trees, or even weeds, and although they are not do not teach about native and exotic species and

ornamental, they are maintained in the establishments. their implications.

They are easy to grow because they were previously

on the property or because “they are the only thing that so many complex and diverse problems must

that grows, giving us something green”. be resolved, so the landscaping of the green spaces

90% of the directors and teachers commented

The predominant habit recorded was herbaceous and the incorporation of new teaching resources

51%). Among the woody species, shrubs (27%) and (such as plants) are much less critical. However,

(

trees (22%) prevailed, and in smaller numbers, palms they showed interest in learning about the topic and

and vines (less than 10%).

even thinking about plants as teaching resources to

address diﬀerent topics in the school curriculum.

Surveys/interviews to directors/teachers in charge of

Initial Educational Institutions

The results show that most % of the institutions discussion

(

83%) were not built initially as kindergartens.

Most of them previously were private houses, Census of plant species in Initial Education

diﬀerent types of organizations or primary schools, Institutions

all refurbished and adapted for their actual function.

Worldwide studies have shown that ornamental

A large percentage (70%) of the current plant flora grown in cities on different continents

species were already present when the institutions increasingly resemble each other, even under

were inaugurated, although others were added later, different climatic and geographical conditions,

having been donated or chosen by the personnel.

a phenomenon called ‘biotic homogenization’

Most educational institutions (90%) had yet to (McKinney, 2006). Urban vegetation is unique

plan for landscaping the grounds, but landscape because it consists of new sets of native and exotic

architects had advised a few with an initial plan, species inﬂuenced by the biophysical conditions of

which had been modiﬁed without any control. the site, such as climatic factors, and human factors,

In this sense, most of the plants were chosen to such as management or planting preferences

improve the looks of the diﬀerent areas, provide (Aronson et al., 2015). This is due in part to

shade, or be on account of their rustic nature or the cultural roots of immigrants, who cultivate

adaptability to the region’s climate. Many of the plants native to their places of origin or similar

plants are gifts from parents or institutions and to them (Fraser & Kenney, 2000). Besides, the

represent the species that can be purchased in popularization of certain species supported by

nurseries in the area. The majority, brought by publicity campaigns and social networks, as well

teachers cleaning staﬀ from plants in their homes to as the inﬂuence of landscapers and nursery owners,

“

make the spaces more beautiful and give it a green tend to severely aﬀect the tendencies in planning

touch”. Occasionally, children prepare new ﬂower species to be used in green spaces.

beds by planting seedlings or cuttings.

Even when climate is a limiting factor for

The teachers commented that although they the cultivation of certain species, in big cities,

acquired basic knowledge of botany during their plants that naturally would not grow manage to

academic training, it still needs to be updated because establish themselves due to the modiﬁcation of the

it is not a speciﬁc part of the curricular topics they environment, therefore to urbanism (Kendal et al.,

must teach. Some directors and teachers (20%) 2012), which encourages the introduction of this

commented that they honestly lack knowledge of the type of species.

ﬂora in general. The majority (80%) say they know

In this study, the number of ornamental species

some of the plants found in kindergarten spaces, but found in the diﬀerent kindergartens is very diﬀerent

they need to know if the name they use is correct (from zero to more than 30 species), and in general,

(they do not know scientiﬁc names, only common it is related to the personal interest of the people

ones). who work there since their care depends on them.

Teachers said they do not use the presence of This situation is entirely diﬀerent from cultivating

plant species in the establishments to generate ornamental plants in public spaces or in areas

250

V. Pérez Cuadra et al. - Plant species in recreational spaces of Bahía Blanca (Buenos Aires, Argentina)

where speciﬁc personnel are involved in their care. as a didactic resource in educational establishments

In the 83 Initial Education Establishments of the adequately plan how to incorporate this type of

Bahía Blanca District where plants were present, species into the urban green spaces and recommend

2

72 species belonging to 86 botanical families the appropriate species to educational institutions.

were found, a diversity that could be considered Until now, at least in Argentina, this work has not

comparable to that found in a study carried out in been carried out on a big scale; only scarce isolated

the city of Harare (Zimbabwe) where they were projects developed by interested teachers are found

found, in 30 schools, 209 species belonging to 84 principally in primary and secondary education, as

botanical families (Muvengwi et al., 2019). On can be noticed in online educational portals, digital

the other hand, in studies developed in schools in newspapers or publications of diverse organizations.

England, a smaller number of species were found

In this study, 240 exotic species (88%) and 32

(76), with 30 being trees and the remaining 46 being native species (12%) to Argentina were found. At

shrubs and herbaceous plants. In this last study, no this point, there is a very notable diﬀerence with the

reference is made to botanical families’ speciﬁc studies developed by Soulé et al. (2022) in Niger,

diversity or representativeness (Howlett & Turner, where they found 53% exotic and 33% native to

2

023).

the country in the school census. As mentioned

In the kindergartens studied here, Asteraceae earlier, the percentage of native species of Argentina

and Fabaceae family are the most represented, registered in the kindergartens surveyed is low. In

a point in common with the study carried out contrast, that of species native to the Bahía Blanca

by Soulé et al. (2022) in two cities of the Niger region is even lower (only fourteen species). This

Republic where Fabaceae also turned out to be the low representativeness may be because it is not a

most abundant. This may be because the Fabaceae characteristic usually considered in the planning of

family has a cosmopolitan distribution with many green spaces or even in the formation of unplanned

species of trees, shrubs, annual or perennial herbs ones, the unfamiliarity with them, and that are

and lianas, even being dominant species in some mostly not appreciated as ornamentals.

ecosystems (Simpson, 2019). Also, the Rosaceae

On the other hand, the greater preference for

family was frequently represented, as was found by exotic species may be linked to the fact that

Rovere (2022) in the urban beds of Bariloche City they are the most popular and easily obtained

(Río Negro province, Argentina). In Trabzon City in all nurseries. The value given to exotic plants

(Turkey), the most frequent species are Hydrangea as environmental goods of cultural importance

macrophylla (Thunb.) Ser., Nerium oleander and reveals the processes of constructing an anthropized

Rosa L. sp. (Acar et al., 2007), also commonly landscape that has prioritized the showy species

found in this study. The selection and cultivation of Eurasia (Betancourt et al., 2017). It is also

of speciﬁc plant species inﬂuenced by the reasons interesting to relate these proportions to the fact that

already stated results in the loss of biodiversity the species in these recreational spaces are generally

of each region, leading the natural environment obtained as gifts from civil or private organizations

to a monotonous and repeated plant landscape or teachers or parents, which do not favour a

in diﬀerent places worldwide. In this sense, it is correct “a priori” planning of the landscaping of

recommended that children from an early age be the place. Chosen many times for their aesthetic

in contact with the native ﬂora of their region; a beauty, price, or rusticity without considering

path towards the protection of existing species will other essential characteristics such as adaptation

begin gradually and naturally (Moro et al., 2014; to the local climate or even what morphological

Moro & Castro, 2015). There is a great variety of structures that species present that, in many cases,

native species in each region of Argentina with do not make it safe for children’s recreation spaces

beautiful foliage and showy ﬂowers that, while (thorns, stingers, allergy production, etc.). In many

unknown by a large part of the population, could cases, these factors generate extra care work for

be used as possible ornamental plants in urban establishment staff that could be avoided, for

environments (Mascó et al., 1998; Torres et al., example, if the grown ornamental species make

2008). That is why government institutions must eﬃcient use of the water (be native to the region)

become aware of the critical role of indigenous ﬂora (Goedhart & Pataki, 2012).

251

Bol. Soc. Argent. Bot. 59 (2) 2024

It is essential to highlight that the presence of to dermatitis (Ficus elastica Roxb. ex Hornem.,

native or endemic species used as ornamentals Hedera helix L., Platanus acerifolia (Aiton)

can be considered fortuitous because there was no Willd., etc.) while the remaining 30% can cause

intention to cultivate them or knowledge to support more serious conditions (Catharanthus roseus

their choice. It is also important to highlight that (L.) G. Don, Nerium oleander, Ricinus communis

the most signiﬁcant number of species found are L., etc.). These percentages of toxic plants have

herbaceous, related to the ease of cultivation in remained at similar values in the surveys carried

small spaces, such as pots or small beds, indoors out in the present study, with no new toxic species

and outdoors. This type of species also requires being found. In no case it was it recommended

less cultural management care, such as pruning and to remove this type of plants, if not educate with

adapting better to the reality of the institutions.

them, since knowledge allows to make better

Regarding the habit of the species surveyed, decisions and gives security. Removing the danger

herbaceous plants predominate, followed by trees from a place generates a momentary protection,

and shrubs, unlike in recreational spaces of schools since it could appear in another space. Plants can

in England, where the number of herbaceous and be very beneﬁcial (food, medicine, shelter and

tree species is practically equal (Howlett & Turner, construction materials, etc.) or very harmful (due

2

023). to physical or chemical damage) so that only

It is essential to clarify that these studies with knowledge generates permanent security.

which comparisons are made are schools and The results evidence a lack of knowledge of the

not kindergartens, which are the educational ﬂora in general, and although the directors/teachers

institutions surveyed in this study; in this sense, showed interest in incorporating native plants in

similar work has yet to be found in other cities the spaces, the informant mentioned that training

worldwide. The analysis of these comparisons is would be necessary to address the topic from an

also limited because the environmental, socio- educational point of view. An issue that ends up

economic, and cultural characteristics are entirely being relegated in the face of the multiple problems

dissimilar.

presented by Argentine educational institutions.

More importance should be given to integrating the

Surveys/interviews to directors/teachers in charge plants with our lives so that teachers can generate

of Initial Educational Institutions educational projects to protect and appreciate

Most educational establishments were not regional native species. On the other hand, the

created for this purpose but were modiﬁed in terms native plant species and the diﬀerent symbologists

of building issues to fulﬁl that purpose. Plant they represent by historical and cultural aspects

species were not considered in such renovations, (related to popular legends, speciﬁc historical facts,

similar to what happened in Khartoum (Sudan) medicinal uses, superstitions, etc.) of each region

(

Onsa & Yagi, 2016). Even more, new plants have of our country could also be taught. However,

been introduced, although people need to consider innumerable tasks can be done to promote the

pedagogical or conservation purposes. importance of cultivation and care of vegetation in

This lack of general knowledge about plants educational establishments and that can also help

and the importance of their planned selection for improve the quality of learning.

diﬀerent spaces does that many of the species found

In addition to the positive eﬀects of plants on

in kindergartens have some degree of toxicity, human health and well-being (Kendal et al., 2012),

leading to the possibility of involuntary poisoning they can be thought of as teaching tools to work on

due to consumption or development of contact topics related to the assessment of ﬂora in general

allergies (phytodermatitis). In a previous work, and native and the conservation of environments at

carried out by this same work group (Pérez Cuadra diﬀerent educational levels (Steger et al., 1973). The

et al., 2012), where the presence of toxic plants added value of the presence of plants in educational

in Initial Educational Institutions was evaluated, institutions is why the planned incorporation of

it was found that 31% of the plants present can species into recreational spaces and the thematic

cause some type of toxicity. Of them, 70% cause training of teachers will allow the construction of

moderate or mild conditions, generally related students committed to the environmental cause.

252

V. Pérez Cuadra et al. - Plant species in recreational spaces of Bahía Blanca (Buenos Aires, Argentina)

conclusions

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