Međugeneracijsko Učenje U Zajednici: Izazovi Za Vrtiće I Škole

Abstract

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.

Emotional Competencies of Preschool Teachers as Predictors of Intergenerational Learning in Kindergarten

“…Projects connecting children and the elderly have shown very good results [24], [25], [26], making intergenerational learning in the context of the educational process increasingly being talked. In Slovenia, intergenerational programs involving kindergartens are more recent [27], [28], [29]. In the process of intergenerational learning and cooperation in the preschool institutions, the Slovenian preschool teachers recognized the advantages of social, personal and professional development and improvement of innovative practices in kindergarten [30].…”

“…In addition to numerous advantages that arise from meeting people of different generations [29], Urick et al [31] recognize that there are challenges in work and cooperation among members of different generations in the workplace, which are reflected in the presence of tensions based on values, behaviour, and identity. Generational differences in experience, knowledge, wisdom, life views, goals and styles, preferences, and competencies, can be the cause of disagreements and conflicts [32], [33], [34].…”

“…Similarly, Hayes [38] highlights staff commitment and program flexibility as critical components for creating innovative intergenerational program practices, while Ličen et al [29] see as desirable the ability to explore possibilities and flexibility in activities, the development of transformative learning strategies for dealing with changes in oneself and the world around one, while Freire [45] points to the necessity of hope for the future. Dahl Gundersen & Slettebø [24] emphasize the importance of support, cooperation, and responsiveness from preschool teachers and caregivers for elders and preschool children for the sustainability of intergenerational practices of elders and preschool children.…”

Intergenerational learning and cooperation: A perspective of preschool teachers

“…Projects for intergenerational learning and sustainable mobility are being implemented (Walking bus and Bike train project) through the organised accompaniment of children to kindergarten/school by the elderly, visits of kindergartens and schools to nursing homes (Hand in Hand project), visits to nature gardens and botanical gardens maintained by the elderly, reading stories to children in the hospital, etc. (Ličen, 2020;Ličen, et al, 2021b). Childhood Gives a Hand of Wisdom is a multi-year intergenerational project implemented in Slovenia at the national level within the Slovenian network UNESCO ASPnet (Associated Schools Project Network) and includes 7 kindergartens, 65 primary schools and 27 secondary schools.…”

“…Rich and diverse intergenerational activities are present in the annual work programs of Slovenian kindergartens, which indicates that the practice in the field of intergenerational learning in Slovenian kindergartens is a constant practice. There are partial researches that point to numerous intergenerational projects and activities that enable children to develop mutual tolerance through the realization of sincere and friendly relations with the elderly (Ličen, 2020;Ličen et al, 2021b). Such activities shape the view of illness, old age, disability, death and grief, enabling children to understand and learn that they should give and receive * .…”