Intergenerational Programs in Early Childhood Education: An Innovative Approach that Highlights Inclusion and Engagement with Older Adults

McAlister, Jennifer; Briner, Esther L.; Maggi, Stefania

doi:10.1080/15350770.2019.1618777

Cited by 22 publications

(14 citation statements)

References 26 publications

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“…Processes that were previously reported to improve intergenerational activities include consistent scheduling and explicit encouragement of intergenerational interaction (Epstein and Boisvert, 2006;Jarrott et al, 2019;Lou and Dai, 2017). Another process that is frequently noted is ongoing training of IGP organizers (DeVore et al, 2016;Gigliotti et al, 2005), and preparatory and continuing guidance for participants (Cohen-Mansfield and Jensen, 2017;Jarrott et al, 2019;McAlister et al, 2019). In addition, ongoing program evaluation has been mentioned as an important process (DeVore et al, 2016;Epstein and Boisvert, 2006).…”

Section: Introductionmentioning

confidence: 99%

Processes and structures in intergenerational programs: a comparison across different types of programs

Cohen‐Mansfield

Muff

2021

Int. Psychogeriatr.

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Objectives: Given the widely acknowledged benefits of intergenerational programs (IGPs), we compared processes and structures across different IGP types and explored potential areas for improvement. Design: Thirteen IGPs were classified into three types: arts, learning, and assistance programs. Data were collected through direct structured interviews and analyzed quantitatively and qualitatively. Setting: Participants were recruited from community-based IGPs in the greater Tel Aviv area of Israel. Participants: Eighty-four older participants (OPs), 97 younger participants (YPs), and 21 organizers were interviewed. Measurements: Questions included participant demographics as well as closed- and open-ended questions regarding processes based on the Impact of Intergenerational Programs Questionnaire (IIPQ). Analysis: Responses to closed-ended questions were compared among IGP types and age groups using two-way ANOVAs for ordinal data, and chi-squares for nominal data. Responses to open-ended questions by OP, YP, and program organizers about potential areas for improvement were analyzed using thematic analysis. Results: Processes in need of improvement were preparation and guidance, length of program participation, and monitoring of activities, which differed across IGP types and age groups. These processes were related to broader structural problems such as lack of resources, organizers’ poor employment conditions, and inadequate public services for older persons in Israel. Conclusions: Our study highlights the complex relationships between IGP types, processes, and structures. IGP processes and goals can be hindered by structural variables such as insufficient funding, infrastructure, and public services for older adults.

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Section: Introductionmentioning

confidence: 99%

Processes and structures in intergenerational programs: a comparison across different types of programs

Cohen‐Mansfield

Muff

2021

Int. Psychogeriatr.

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“…U porastu je zanimanje za međugeneracijske programe u vrtićima (vaspitanje i obrazovanje u ranom djetinjstvu) (Gualano i sar., 2018;McAlister, Briner & Maggi, 2019;Morita & Kobayashi, 2013). Aktivnosti zasnovane na saradnji su raznolike, vrlo često povezane s umjetnošću.…”

Section: Primjeri Dobrih Praksi Za Vrtiće I šKoleunclassified

Međugeneracijsko Učenje U Zajednici: Izazovi Za Vrtiće I Škole

Ličen

Partalo

Šindić

2021

NASK

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U preglednom članku analizirana je literatura i izabrani su projekti sa područja međugeneracijskog učenja kroz koncept generacija i vaspitno-obrazovnih praksi u lokalnim i formalnim uslovima. U prvom dijelu dat je pregled razvoja međugeneracijskog učenja, vaspitanja i obrazovanja, kao i njihovo definisanje. U drugom dijelu prikazane su karakteristike u organizovanim međugeneracijskim programima u vaspitno-obrazovnim institucijama. Zaključuje se da međugeneracijska saradnja predstavlja potrebu sadašnjeg vremena te da međugeneracijsko učenje pruža priliku za razvoj novih obrazovnih modela koji doprinose napretku i koheziji učesnika, ali i zajednice kojoj pripadaju.

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“…Children who do not have enough opportunity to interact with older adults may have limited experience and knowledge about aging (Newman et al, 1985). In addition to this, the scarcity of interaction between these groups may yield children to have negative attitudes towards older adults (McAlister et al, 2019). In a study conducted by Seetfeldt et al (1977) with children between the ages of 3 and 11, the children described older people as sick, tired and ugly, and their attitudes toward aging were often negative.…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, the interaction that older people have with children evokes a dynamic feeling of the past in them (Canatan, 2008;Oz, 2002). While older adults make notable contributions to the lives of children through intergenerational interaction, young children bring significant energy, enthusiasm, and support to the lives of older adults (McAlister et al, 2019). "Intergenerational interaction" studies, referred to as "intergenerational interaction" or "intergenerational programming" in the literature, have been carried out to identify ways to improve the gradual decrease seen in communication between the older adults and children (Teater, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The first program to provide intergenerational interaction was carried out in 1965 through the Foster Grandparent Program (Jarrott, 2011). Since then, significant opportunities for interaction between older people and children have been developed, and the number of studies on this subject have been significantly increased (Marx et al, 2004;McAlister et al, 2019). Most of the intergenerational interaction studies, those evaluate the effectiveness of the practices in terms of the participants, point to the positive results.…”

Section: Introductionmentioning

confidence: 99%

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0-6 – 60-∞ Hand in Hand: Reflections from an Intergenerational Interaction Study

GULTEKIN¹,

ALAN²,

KAYA³

et al. 2022

ENAD

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This study aims to bring together a group of preschool children and older adults residing in a nursing home through some intergenerational interaction activities to examine the interaction between these two groups from the point of view of parents, teachers, older adults, and children. This basic qualitative research was carried out with a study group of 10 preschool children, 11 parents, 3 teachers, and 8 older adults residing in a nursing home, all of whom were determined via a criterion sampling method. Data were collected through semi-structured interviews with the participants and analyzed through an inductive approach. Intergenerational interaction practices provided in the context of the study were considered to be favorable, original, encouraging, positive experiences. The practices were found to be pleasing for both children and the older adults, as well as being awareness raising, interaction and empathy boosting, positive behavior yielding, educative, exciting for children and making them embrace of older adults and feel responsible. For the older adults, it has been concluded that intergenerational interaction practices were pleasing, fulfilling of longing for affection, satisfying, motivating and presenting different experiences. Moreover, adult participants made some suggestions regarding increasing the duration, extending the content and integrating intergenerational interaction activities with school program. As a result, it can be concluded that intergenerational interaction practices have yielded positive outcomes for all of the participants and initiatives and researches should be carried out to disseminate these studies.

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Intergenerational Programs in Early Childhood Education: An Innovative Approach that Highlights Inclusion and Engagement with Older Adults

Cited by 22 publications

References 26 publications

Processes and structures in intergenerational programs: a comparison across different types of programs

Processes and structures in intergenerational programs: a comparison across different types of programs

Međugeneracijsko Učenje U Zajednici: Izazovi Za Vrtiće I Škole

0-6 – 60-∞ Hand in Hand: Reflections from an Intergenerational Interaction Study

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