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Social-emotional Classroom Climate in Child Care, Child-Teacher Relationships and Children’s Second Grade Peer Relations

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Social-emotional Classroom Climate in Child Care, Child-Teacher Relationships and Children’s Second Grade Peer Relations

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Page 1: Early Childhood Environments

Safe, responsive, and nurturing environments are an important part of supporting the learning and development of infants, toddlers, and preschoolers. Such environments also help to prevent challenging behaviors and serve as a core component of interventions for infants and young children with identified disabilities. According to the Division for Early Childhood Recommended Practices (DEC-RP):

"Environmental practices refer to aspects of the space, materials, equipment, routines, and activities that practitioners and families can intentionally alter to support each child's learning across developmental domains."

Unfortunately, many practitioners are unsure how to create environments that support their children's learning across different age groups (e.g., infants, toddlers, preschoolers) and developmental domains (e.g., social, communication, cognitive, motor). Well-designed classroom* environments:

Support responsive caregiving

Foster independence and feelings of competence in young children

Encourage staff efficiency

Promote children's engagement

Decrease challenging behavior

Facilitate appropriate social interactions among children

Provide structure and predictability

Research Shows

Changes in classroom environmental arrangement, such as rearranging furniture, implementing activity schedules, and altering ways of providing instructions around routines, have been found to increase the probability of appropriate behaviors and effectively decrease the probability of challenging behaviors.

(Chandler et al., 1999; Dooley, Wilczenski, & Torem, 2001; Martens, Eckert, Bradley, & Ardoin, 1999)

The table below describes three interdependent components of early childhood environments.

Physical environment
The overall design and layout of a room, including its learning centers, materials, and furnishings

Social environment
The interactions that occur within the classroom between peers, teachers, and family members

Temporal environment
The timing, sequence, and length of routines and activities that take place throughout the day

In order to create an environment conducive to the learning and development of infants, toddlers, and preschoolers, these three components must be carefully designed and implemented. Indeed, every aspect of a classroom environment's design should reflect its program's priorities and philosophy. For example, a program that concentrates on improving children's math skills is likely to emphasize the availability of materials related to numeracy, as well as to learning shapes and patterns. Additionally, if this program's philosophy was Montessori-inspired-that is, it helped students to learn concepts through hands-on work with materials, rather than by traditional direct instruction-you might expect to see bead chains to support the teaching of mathematical concepts.

The following pages address these physical, social, and temporal components in more detail.

Listen as Ilene Schwartz discusses how the three components of the environment are intertwined to help children succeed (time: 2:47).

Transcript: Ilene Schwartz, PhD

The environment both sets children up for success and supports that success when it occurs. Children learn by doing, and so they need environments that have the appropriate kinds of materials available for them to demonstrate the wonderful skills that they have, and to learn the skills that they need to learn to be successful in future environments. Environments consist of the things in the environments, the people in the environment, and the tone of the environment. So we can have an environment that is supportive because children feel safe to explore and to try things that they're not sure of because they know there's going to be a supportive adult there to help them if they need the help.

The three discrete components of a well-designed early childhood environment-the temporal, social, and physical environments-really do not stand alone. They're like ingredients in a well-designed recipe. You don't want too much of one, but the absence of another could potentially ruin the whole recipe. You want to make sure that children have access to a well-designed and challenging physical environment. Things are in the environment that the child with the most challenges in your classroom can do independently, and your highest-achieving child is still challenged by something in the environment. But at the same time, that environment without the warm support of a teacher is limited. You want a social environment in which children have positive regard from their teacher and high-quality interactions with their peers. But that in isolation is also not enough. The same goes for a well-designed temporal environment. You want to make sure that children have the opportunity every day to play outside, to be active, and at the same time to have opportunities to practice skills such as writing and coloring and cutting that will help them be successful in future environments.

These three kinds of environments are intertwined in a way that you really can't take apart. And you don't want to take apart. They complement each other and they help children learn to explore and to achieve and to succeed. And that's really all we can ask from any high-quality early learning environment.

Including Children with Disabilities

A well-designed, safe, and responsive environment is an essential first step in including young children with disabilities in early childhood settings such as inclusive preschool, Head Start, and childcare programs. If, however, the learning environment does not provide the support necessary to help children with disabilities to succeed, teachers must make changes to maximize their participation in planned activities, interactions, and routines. These intentional changes can be small and are often easy to implement, yet they can yield immediate improvement in the level of child participation and learning.

*In this module, the term "classroom" refers to any out-of-home setting in which group care is provided to infants, toddlers, or preschoolers.

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IRIS | Page 1: Early Childhood Environments

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Safe, responsive, and nurturing environments are an important part of supporting the learning and development of infants, toddlers, and preschoolers. Such environments also help to prevent challenging behaviors and serve as a core component of interventions for infants and young children with identified disabilities.

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https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-3-physical-environment

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The aim of Quality Area 3 under the National Quality Standard is to ensure that the physical environment is safe, suitable and provides a rich and diverse range of experiences that promote children's learning and development.

The way that the environment is designed, equipped and organised determines the way that the space and resources are used and has the potential to maximise children's engagement and level of positive experience and inclusive relationships.

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Physical environment is safe, suitable and provides a rich and diverse range of experiences that promote children's learning and development.

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https://aussiechildcarenetwork.com.au/articles/childcare-articles/childcare-room-setup

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The physical environment in an early childhood setting creates an atmosphere that is welcoming, inviting and engaging. For the children it is an atmosphere where they can develop their skills and interests and become independent and confident learners. The overall learning environment creates a feeling of safety and comfort- a place where all children belong.

An environment that is well established and properly designed supports a child growth and development. It provides an opportunity for educators to observe and interact with children in a positive ways and encourages children to achieve learning goals.

Furniture and Materials

When setting up the physical environment, the layout and organization of furniture and the materials used needs to be taken into consideration. Whether the room environment is small or large, the arrangement of the room plays an important part of a child's overall learning and development.

Having a large open space - of area for children to play in can cause more harm than good. It invites children to run rather than to walk that's why it's important to break up large space within in a room into smaller defined areas.

Tables, chairs, shelves and mats - can all be used to define key areas and enable children to understand boundaries during play. It also encourages appropriate behaviour. Not all activities need tables and chairs so it's a good idea to figure out what activities will be placed on tables and mats.

Shelves - can be used to define areas. Instead of placing a shelf up against a wall it can be placed at right angles to provide a specific space for that experience. It will enable children to understand where the experience starts and ends within the area. Using mats also helps to identify key areas. If mats are not available, use masking tape along to floor as a limit. When areas and spaces are defined children are able to focus and concentrate more on the experience they are engaged in, rather than be distracted by other activities.

Materials - should be displayed in an inviting way. There is no need to overcrowd shelves with lots of different objects. Limit these to just a few which will encourage children to make choices on the materials they choose. Try and use natural materials such as wooden or cane baskets to hold items. Use large rocks or logs to create barriers. For sorting, matching or counting activities items such as seed pods, leaves, sticks, pebbles or shells can be used. Add indoor plants and provide real objects for children to use. Instead of using plastic kitchen equipment in home corner, use unused pots, pans, wooden spoons, glasses, plates etc. The use of natural materials enables children to explore elements of the environment and supports them to become environmentally responsible.

Wall Displays

Another important feature of the physical environment is how to decorate the walls. It's a good idea to set aside a "wall" for an individual purpose. What is displayed on a wall creates a sense of belonging to children and their families. Posters, arts and crafts, photos can all be added to provide a welcoming and attractive environment.

Programming and planning essentials - can be displayed on a wall near the entrance (near the sign in/sign out area) This can include the curriculum plan, daily diary, child daily information chart, weekly menu, calendar of events etc. This area should be constant and be accessible to parents to view the day's happenings.

Art Work - instead of hanging art work all around the room you can use one wall and create a gallery of children's art. When displaying art use name cards and place them under each individual's child's art work. This enables parents to identify their child's art work clearly. Also create a banner/ title of the art on display so it can be easily identified, for example "Marble Painting". Another option in displaying art is to only use one child's work to be displayed in the gallery, per experience. This eliminates the need to have the same art work displayed over and over again, especially if you are only using one wall. For example, when children are doing string painting, it may not be necessary to display 20 of the same string paintings which use the same technique and the same outcome, choose one and display it in the gallery while the others are added into portfolios etc. However if the experience is drawing, since each child's ideas are different, these all can be displayed.

Photo Wall - children love looking at photos and having a photo wall can provide them with a sense of belonging within the Centre. The photos should be displayed at children, level and can be set in a theme so they can be changed over time. Themes can include: Emotions, Developing Friendships, Sharing, Through Our Eyes etc. When adding photos to a photo wall it's always a good idea to add a brief description that lets others know about the purpose of the photos and why they are being displayed.

Birthday Calendar - this can be displayed where it is visible to all. Next to the b'day calendar add a sign or poster that says "Happy Birthday to ..." or "Today is ... birthday" and add the child's photo on their birthday while attending the centre.

Posters - can be displayed to convey meaning, support understanding or develop awareness. Animals, people, the environment, world around us can all be displayed. When displaying posters it's best to stick to one particular topic rather than have random posters displayed throughout the room. It can look messy, unappealing and lose its meaning. Choose posters based on children's current interests or to extend on learning, for e.g. if you happen to be celebrating a cultural celebration then having posters related to the celebration will enable children to gather a better perspective. As they say "a picture tells a thousand words".

It may seem like a lot of walls are needed to create each of the displays mentioned above, they are not compulsory and are only to be used as a guide as an idea on how to organize the wall space within the environment. As long as the displays promote inclusiveness, support diversity and express meaning that is the most important.

Interest Areas

One of the beneficial ways to design a positive learning environment is through interest areas. These are commonly used to support a play based learning curriculum and provides a predetermined area in which to set up experiences based upon each individual interest area. The physical environment can be organized into the following:

Art and Craft

Block Play

Computer Area

Construction Area

Cooking Area

Home Corner

Library Area

Music and Movement

Outdoor Area

Puzzle Play

Sand and Water Area

Science and Nature

Sensory Play

Toy Table

Interest areas will offer an environment for the children to explore and discover, an opportunity for the children to grow.

NQS - Quality Area 3: Physical Environment

This quality area of the National Quality Standard focuses on the physical environment and ensuring that it is safe, suitable and provides a rich and diverse range of experiences which promote children's learning and development.

According to the National Quality Standards, the indoor environment is characterised by open spaces that provide children with opportunities to work on self-chosen and negotiated activities, both quiet and active learning situations, routines and small-group and whole-group experiences.

These spaces:

support children's emerging interests and allow them to demonstrate their innate creativity and curiosity

reflect children's different cultures, interests, abilities and learning styles

recognise children as active learners and decision makers

Within Quality Area 3: Physical Environments, each element listed provides details on requirements needed for an early childhood setting to comply with. In the table below, the elements listed are those which directly impact the indoor environment. Examples of Every day Practices will also be provided in order to maintain the standard needed to fulfil each element. This is to be used as a guide only and more detailed information can be found within the National Quality Framework itself.

Element 3.1.1 -

Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.
Examples of Every Day Practices

C hildren engaging in a variety of experiences and activities in both the indoor and outdoor environments

Children having access to furniture, materials and equipment adequate in number and suitable for the educational program

Enough toys, equipment and resources to minimise disputes between children over their use

Element 3.1.2 -

Premises, furniture and equipment are safe, clean and well maintained furniture and equipment that are safe, clean and well maintained
Examples of Every Day Practices

Educators following safety advice from recognised authorities and manufacturers when arranging equipment, furniture and experiences

Element 3.1.4 -

Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space
Examples of Every Day Practices

Facilities that are welcoming to children and families from a range of cultural backgrounds

Educators engaging children in constructing their own play settings and creating indoor environments which stimulate and reflect children's interests

educators involving children in making and maintaining aesthetically pleasing environments

Element 3.2.1 -
Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.
Examples of Every Day Practices

Safe shelving and storage areas from which children can access equipment and resources that are age and capability appropriate

Children initiating their own experiences using equipment and resources they can access independently

Environment is flexible in the arrangements of furniture and equipment and includes open-ended materials to encourage children to become flexible thinkers, problem solvers and investigators

Element 3.2.2 -
Resources, materials and equipment are sufficient in number and organised in ways that ensure appropriate and effective implementation of the program.
Examples of Every Day Practices

Children using a range of real, commercial, natural, recycled and simple homemade materials to support their learning

Enhancing child initiated experiences by providing additional resources and, where appropriate, participating in and extending their play

Resources, materials and equipment that are inclusive and reflect the lives of the children in the service, their families and the cultural diversity of the broader community

Designing, organising and maintaining the physical environment encourages children to interact and explore with their surroundings, to make meaning and knowledge through their experiences, social interactions and negotiations with others. An environment that is safe, attractive and comfortable will allow the children to engage in the experiences that are offered.
References
EYLF & NQS

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Childcare Room Setup - Aussie Childcare Network

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The physical environment in an early childhood setting creates an atmosphere that is welcoming, inviting and engaging. For the children it is an atmosphere where they can develop their skills and interests and become independent and confident learners. The overall learning environment creates a feeling of safety and comfort- a place where all children belong.

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https://aifs.gov.au/resources/short-articles/creating-environments-support-young-childrens-development

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Creating environments to support young children’s development

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This short article describes how physical environments affect young children’s development, implications for local governments, and what they can do.

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Resource 1 - Staff–parent communication in child care centres

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Resource 1 - Staff–parent communication in child care centres

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https://doi.org/10.1080/03004430801908418

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Supporting the growth and development of young children through effective communication with parents is one of the greatest challenges of the twenty‐first century facing early childhood and special educators. This article examines adult communication in child care centres through data gathered via a mixed‐method study of child care directors' perspectives on parent education and their actual practices and a one‐year‐long ethnographic study of relationships between mothers and teachers in an ethnically and economically diverse child care centre. Findings show that practicing ongoing dialogue between child care centre personnel and parents presents multiple opportunities for clarification which support the current NAEYC and CEC standards requiring collaboration with families. Yet, the analysis suggests that the fields of early childhood education and special education need to focus more on the process of how information is provided and conveyed to, received by, and accepted by/from families. Communication between staff and family can be viewed as a theoretical model that contains three primary components: (1) The communication process is ongoing and continuous; (2) there is open, bi‐directional communication; and (3) support of parents is provided through education.

Notes

1. The authors met in 2005 through a mutual colleague and McGrath was a member of Reedy's dissertation committee. Reedy's ( 2007. 2003. 2007 A child enrolled is a family enrolled: Early childcare directors' conceptualizations of parent education and actual practices, Glenside, PA: Arcadia University. Unpublished doctoral dissertation ) dissertation, ' 2003 Ambivalent partners: Relationships between mothers and teachers in a full‐time child care center, PA: University of Pennsylvania. Unpublished doctoral dissertation ) dissertation, ' A child enrolled is a family enrolled: Early child care directors' conceptualisations of parent education and actual practices', focuses on communication between directors and parents from the directors' point of view. McGrath's ( Ambivalent partners: Relationships between mothers and teachers in a full‐time child care center ', focuses on communication between parents and staff in a child care centre.

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Can you hear me now? Staff-parent communication in child care centres

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Supporting the growth and development of young children through effective communication with parents is one of the greatest challenges of the twenty‐first century facing early childhood and special educators.

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Resource 2 - Parent-caregiver communication and quality of care in diverse child care settings

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Resource 2 - Parent-caregiver communication and quality of care in diverse child care settings

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https://doi.org/10.1016/0885-2006(94)90006-X

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Intergenerational Care and Community Center

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This integrative design proposal for Dwight, IL, situates an Intergenerational Care and Community Center along the Illinois high-speed rail corridor. The mixed-use facility contains meeting spaces for local civic groups, business groups, and individuals, as well as the Care Center. This project type…

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Estimation of the quality of life in housing for the elderly based on a structural equation model - Journal of Housing and the Built Environment

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The housing environment is of utmost importance as people spend most of their time indoors; it is closely related to the occupant’s quality of life (QOL) and health, especially among the elderly. This study evaluated the relationships among the architectural composition (AC), indoor environmental qu…

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Introduction

This evidence summary seeks to address the following question relating to intergenerational activities:
What is the impact of intergenerational activities on the older participants in these practices?
Accessing resources

We have provided links to the materials referenced in the summary. Some materials are paywalled, which means they are published in academic journals and are only available with a subscription. Some of these are available through the The Knowledge Network with an NHS Scotland OpenAthens username. The Knowledge Network offers accounts to everyone who helps provide health and social care in Scotland in conjunction with the NHS and Scottish Local Authorities, including many in the third and independent sectors. You can register here. Where resources are identified as 'available through document delivery', these have been provided to the original enquirer and may be requested through NHS Scotland's fetch item service (subject to eligibility).

Where possible we identify where evidence is published open access, which means the author has chosen to publish their work in a way that makes it freely available to the public. Some are identified as author repository copies, manuscripts, or other copies, which means the author has made a version of the otherwise paywalled publication available to the public. Other referenced sources are pdfs and websites that are available publicly.

About the evidence presented below

To understand the impact of intergenerational activities on older people we searched for evidence among both academic and grey literature. The focus of this inquiry was on intergenerational activities that involved early learning children and older adults. This inquiry took a snowballing approach by identifying several sources and following the trail of evidence around them. Some of the case studies discussed above were found in the Generations Working Together archive. There is also a dedicated Journal of Intergenerational Relationships where several key sources were identified.

Background

The population over 65 in Scotland is around 19% ( NRS, 2018). This number is due to increase steadily and substantially over the next decade. As a result, services are increasingly concerned with providing a good quality of life for an aging population. Many organisations are focusing on promoting active ageing ( WHO 2002, p 12) which is "the process of optimizing opportunities for health, participation and security in order to enhance quality of life as people age".

Within older groups of the population there is significant variation in terms of health and wellbeing needs and considerations. Dury et al. ( 2017) also caution us to consider that "old" and "young" might mean different things in different contexts. Nonetheless, an NHS Scotland ( 2004) report into the mental health and well-being of older people in Scotland identified several common issues that are important for the quality of life of older individuals. These issues were:

Family and friends as a factor that ensures positive mental health and well-being

Having a sense of value, being open and tolerant of new ways of doing things, and being willing to learn and having a positive attitude

Keeping as active as possible physically, socially and mentally

Loss of capability or loss of health were identified as the main barriers to mental health and well-being in later life

Negotiating transitions into retirement, moving from the family home and bereavement. For some, retirement was felt to bring freedom, but for others it brought a sense of being poorly valued and a sense of alienation.

The issues highlighted above indicate that social participation, community engagement and activity have a positive impact on the physical and mental health and quality of life of older adults ( Murayama et al 2014). Moreover, as individuals over 50 are managing long term illnesses according to the Scottish Health Survey ( Bardsley et al 2017), more and more people will be living in adult care facilities. This in itself poses further challenges. Research indicates that older adults living in adult care facilities often experience social isolation and have fewer opportunities to use their skills and energy, which in turn, can lead to disenchantment, frustration, and depression ( Murayama, et al 2015). On the other hand, due to increasing urban living, there are increasingly less opportunities for ongoing contact between different generations, especially between younger and older generations. This can lead to stereotyping and ageist attitudes where older generations are poorly valued ( McAlister et al 2019).

Ongoing social connections between the young and the elderly are often seen as one way to increase the sense of well-being of both parties. However, it may be difficult to maintain and cultivate intergenerational relationships when physical, temporal, or social distances exist as a result of current demographic distribution and concentrated urban living ( Davis et al 2008). Intergenerational activities aim to overcome these barriers. Intergenerational programmes were first developed in the USA and starting from the 90's, similar programmes have spread worldwide ( Gualano et al 2018).

Intergenerational programmes are "social vehicles that create purposeful and ongoing exchange of resources and learning among older and younger generations" (Kaplan 2001 p. 4). Other, less explicit definitions within the literature suggest that interactions are mutually beneficial (Murayama et al 2015), and consider the needs and expectations of everyone involved (Travis et al 1996).

Intergenerational programmes involve bringing children or young people and older adults together with the aim of improving intergenerational relationships ( Chua et al 2013; Gaggioli et al 2014). Often, the focus of programmes is to change young people's attitudes towards older adults, although some projects consider the attitudes of, and implications for, older adults themselves ( Drury et al 2017). Drury et al's review found that intergenerational contact is linked with several positive behaviours and less likelihood among young people of stereotyping and ageing anxiety. Gualano's et al ( 2018) review also explores the benefits of intergenerational activities on both groups. The effects on older participants were varied considering well-being, depression, self-reported health, and self-esteem.

The evidence below highlights the impacts on older people for a range of case studies across Scotland and the UK as well as among several international projects. These case studies were chosen because they include a robust approach to evaluating the impact of intergenerational activities.

Intergenerational projects in Scotland and the rest of the UK

Brighter Bervie is a voluntary gardening group which hosts intergenerational activities in Inverbervie, Aberdeenshire (started in 2018). Reported impact for older people include a sense of enjoyment, new friendships and increased physical activity levels. Older people felt sharing their life's experiences and stories to the young generation was rewarding and they enjoyed hearing about the children's newly-learned knowledge.

The project was evaluated through observation, photography and asking questions from the participants informally. The organisers observed that both younger and older people undertook more physical activity by being part of the project.

Anam Cara is an intergenerational project in Kilbirnie which aims to tackle stereotypes around dementia by connecting older people and young children for the benefit of both age groups (started in 2015). Ten children aged 3 -5 years from St. Bridget's Early Years Centre visit the residents of the Anam Cara residential care home aged 55-98 every second Thursday for two hours.

Reported impact on older participants include:

Increased mobility and flexibility which can reduce the incidence of falls

Increased incidences of laughter and singing which could increase wellbeing

Remembering old skills e.g. playing a musical instrument, knitting, and other crafts which could be linked with a sense of value

Learning new skills e.g. computer games

The project was evaluated through participant feedback sheets and from comments made immediately following the children's visits. The project also has photographic evidence of the physical activities during the children's visit. Additionally, the project reports that carers of people with dementia are arranging their respite dates to coincide with the intergenerational activities as they feel it benefits the project.

The project in Sandfield Close Primary School focused on improving positive food choices for both generations and on improving social inclusion for older individuals (2017 to 2019).

This programme involved a group of Asian women and children aged 4 and 5 who were commencing school. The older volunteers helped demonstrate and encourage children to use knives and forks correctly. They also assisted in producing a food growing and cooking plan for the school. The aims were to help children improve their knife and fork skills, to tackle social exclusion, increase activity levels for the older group and to improve eating outcomes for both younger and older participants. The report identifies several benefits for the older group:

Learning new information and skills

A sense of social inclusion through building new social bonds

A sense of empowerment for the older group derived from the co-design approach of the project

Enjoyment of being with the children

Increase in activity

A sense of pride and positive self-image from volunteering

A sense of purpose and accomplishment from seeing the children progress

Qualitative, semi-structured interviews with both the grandparent volunteers and the children were used for evaluation.

Ageing Well Torbay aims to reconnect communities and reduce social isolation experienced by people aged 50+ living across Torbay. The organisation found that people over the age of 50 in the Torbay area felt isolated due to retirement, bereavement, low income, poor health and mobility, lack of transport, and fear of leaving the house. Ageing Well Torbay is part of Ageing Better, a programme set up by The National Lottery Community Fund. Ageing Better aims to develop creative ways for people over 50 to be actively involved in their local communities, helping to combat social isolation and loneliness. This includes different kinds of intergenerational projects.

One project created a space in Warberries Nursing Home where two Childminders a day and their minded children (0-4yrs) participate in shared activities with the residents ( 65+), eat lunch together, walk & play in the garden and learn together. As the project is recent there is no evaluation yet (established in 2019).

Another project is Making Bridges with Music (ran in 2017). Music workshops were facilitated by artists to build neighbourhood connections. The project brought together early years children (from six weeks to 4 yrs old) and older care home residents (approximately 70 yrs old and over).

Reported benefits for older people include:

Increased satisfaction and happiness

positive improvements in the residents' social and emotional well-being

opportunities to learn, be inspired, be physically active and be motivated

Care Home staff reported that interactive music and arts sessions were effective in increasing self-worth and wellbeing in the elderly offering the participants an opportunity to be active and engaged in the music-making process.

The report had a formal evaluation done through the Arts Observational Scale; observations (6 sessions in total: 3 sessions in 2 care homes), feedback from residents and children after 4 the music sessions, 6 telephone interviews with childminders, 4 face-to-face interviews with care home staff members and 1 focus group with the intervention team ( Blandon, 2017).

Apples and Honey Nightingale connects two local organisations in London: Apples and Honey Wimbledon Nursery and Nightingale Hammerson residential care. The activities involve an intergenerational baby and toddler group which runs weekly and takes place on Mondays in Nightingale House. It is open to the public and free of charge. Parents and carers can bring children who are newborn upwards. Reported benefits for the older group involve a general sense of wellbeing for participants with dementia. This is based on observations from the project organisers.

The case studies considered above indicate that intergenerational activities have a range of positive impacts on older people. Often these include a sense of enjoyment, a general sense of wellbeing, increased activity levels, opportunities to learn and a sense of purpose and accomplishment. It is unclear if there are any negative impacts of intergenerational activities. Moreover, from the projects above it is not clear how intergenerational activities impact older people in the long term. Apart from one project the Sandfield Close Primary School it is also unclear whether older groups had any input in the development of these activities. Previously, Dellman-Jenkins ( 1998) had highlighted that many intergenerational activities were designed only with the young people in mind. They also stress that older adults are not homogenous, they have different interests and levels of functioning that need to be considered. They argue that contact with members of the young generation is most likely to be positive for older people when they perceive themselves to be in meaningful and valued roles. Interactions should also be perceived by older adults to be centred around meaningful and worthwhile activities. Older adults should be involved in the planning and content of the activities.

Long term impact of intergenerational activities on older people

The evidence below considers other intergenerational programmes and the long term impacts that they might have on older individuals.

Murayama, Y., Ohba, H., Yasunaga, M., Nonaka, K., Takeuchi, R., Nishi, M., ... Fujiwara, Y. (2015). The effect of intergenerational programs on the mental health of elderly adults. Aging & Mental Health, 19(4), 306-314. https://doi.org/10.1080/13607863.2014.933309

This study examines the long-term impact of intergenerational activities on the mental health of older people. The intergenerational project involves older adults reading to school children in Japan. Senior applicants attended intensive weekly training seminars for three months involving picture book reading projects. 26 participants in the intervention group and 54 in the control group were included in this evaluation. Murayama et al's ( 2015) collected data about participants baseline data which included health checks, surveys and interviews. They then collected further data every year for two years to explore any changes. Their evaluation study suggests that intergenerational programmes can help with depressive moods in an elderly population. There are limitations to consider. First, given their participant sample, generalizability is restricted to active and relatively wealthy elderly people in three specific areas of Japan. Second, the sample size was small and the subjects were not randomized.

Parkinson, D., & Turner, J. (2019). Alleviating Social Isolation through Intergenerational Programming: DOROT's Summer Teen Internship Program. Journal of Intergenerational Relationships, 17(3), 388-395. https://doi.org/10.1080/15350770.2019.1617606

This study evaluates an intergenerational programme within New York City. The DOROT programme is an intergenerational programme that promotes mutual learning across generations. Activities include home visiting, workshops, theatre, discussions. Teen interns are recruited for a year long programme. Some take part in a summer internship over four weeks. This study found that older people report feeling good about the sharing of experiences. Some also feel hopeful about the future following their engagement in activities alongside young adults. Others felt the atmosphere was more energising. Both groups felt they were able to bridge generational gaps.

Reisig, C. N., & Fees, B. S. (2007). Older adults' perceptions of well-being after intergenerational experiences with youth. Journal of Intergenerational Relationships, 4(4), 7-22. https://doi.org/10.1300/J194v04n04_02

The study evaluates older adults' perceptions of wellbeing after their involvement in intergenerational experiences. Specifically they look at the relationship between age, years of volunteer service, and sense of well-being among older adults (n = 46; 55 to 100 years of age) participating in intergenerational programmes at 10 sites in Midwestern. Their study uses a mixed methods approach and found that older adults reported successful ageing including staying active, not worrying about one's problems, feeling young and keeping up with children and community. Their study found that adults between 74 and 85 reported greater satisfaction and enjoyment than older adults. They found that 85 and older reported lower levels of satisfaction which could be due to an increase in sensory losses and reduced mobility and increase in depression. Their study found no relationship between years of involvement and and well being. It is unclear from the study what the intergenerational programmes involved.

Sakurai, R., Yasunaga, M., Murayama, Y., Ohba, H., Nonaka, K., Suzuki, H., ... Fujiwara, Y. (2016). Long-term effects of an intergenerational program on functional capacity in older adults: Results from a seven-year follow-up of the REPRINTS study. Archives of Gerontology and Geriatrics, 64, 13-20. https://doi.org/10.1016/j.archger.2015.12.005

This study examined the long-term effects of the intergenerational picture-book reading programme "REPRINTS" (Research of Productivity by Intergenerational Sympathy) on older adults. In total, 349 older adults (mean age, 82.8% women) were included in the study. Data was collected at a baseline point and a 7-year follow-up from both the REPRINTS and control groups. It involved health check-ups, interviews, and pre-mail surveys received within three-five days prior to each health check-up, submitted at the health check-up site.

This study indicates that the REPRINTS intergenerational programme has long-term, positive effects that help maintain and promote intellectual activity, physical functioning, and intergenerational exchange, although the effect of the increasing amount of physical activity is unclear. REPRINTS has demonstrated relatively short-term interventional effects (within three years) on grip strength, social network (e.g., frequency of interchange with grandchildren), subjective health and sense of coherence among older adults, and on stress reduction for school children. This indicates the importance of developing intergenerational social engagement programmes in older adults to help maintain their functional health, as well as to promote healthy child growth and development.

Challenges

The majority of intergenerational experiences discussed above focus on the positive impacts of intergenerational activities. The case studies describe many approaches to intergenerational activities but impact is less often evaluated, and even when it is, it does not always capture the perspective of older people. This was highlighted by Dellman et al (1998) and seems to be still the case. Often impact is focused on short-term outcomes like positive feelings and emotions. Also, older people are not always involved in developing these programmes or in choosing the activities.

Gualano et al (2018) urge to also consider that there are risks which occur when the IG programme's organization is not adequate. Steining ( 2005) highlights that older adults can be infantilised by intergenerational activities when the focus is on "childish" games and activities in which older individuals are seen to be in the same developmental cohort with young children. Moreover, the implemented activities often lack evidence-based activities and are not adequately evaluated. The presence of specifically trained staff appeared to be extremely important for the good outcome of the intergenerational activities.

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McAlister J, Briner E L, & Maggi S (2019) Intergenerational Programs in Early Childhood Education: An Innovative Approach that Highlights Inclusion and Engagement with Older Adults. Journal of Intergenerational Relationships, 17(4), 505-522. https://doi.org/10.1080/15350770.2019.1618777

Murayama Y, Ohba H, Yasunaga M, Nonaka K, Takeuchi R, Nishi M, ... Fujiwara Y (2015) The effect of intergenerational programs on the mental health of elderly adults. Aging & Mental Health, 19(4), 306-314. https://doi.org/10.1080/13607863.2014.933309

National Records of Scotland (NRS), (2018). Accessed at: https://www.nrscotland.gov.uk/files/statistics/council-area-data-sheets/stirling-council-profile.html

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Parkinson D, & Turner J (2019) Alleviating Social Isolation through Intergenerational Programming: DOROT's Summer Teen Internship Program. Journal of Intergenerational Relationships, 17(3), 388-395. https://doi.org/10.1080/15350770.2019.1617606

Sakurai R, Yasunaga M, Murayama Y, Ohba, H, Nonaka K, Suzuki H, ... Fujiwara, Y (2016) Long-term effects of an intergenerational program on functional capacity in older adults: Results from a seven-year follow-up of the REPRINTS study. Archives of Gerontology and Geriatrics, 64, 13-20. https://doi.org/10.1016/j.archger.2015.12.005

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Suggested reference: Bocioaga, A (2020) ESSS Outline: Impact of Intergenerational Activities on Older People. Iriss. https://doi.org/10.31583/esss.20200325

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Impact of intergenerational activities on older people

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This evidence summary seeks to address the following question relating to intergenerational activities: What is the impact of intergenerational activities on the older participants in these practices? We have provided links to the materials referenced in the summary. Some materials are paywalled, which means they are published in academic journals and are only available with a subscription.

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Abstract

As it is common for infants and toddlers with disabilities to receive their early intervention (EI) services in child care programs, this mixed method study examined the experiences of child care and EI providers (e.g., occupational therapists, physical therapists, speech-language pathologists) in collaborating to support infants and toddlers with disabilities in child care settings. Through an online survey and in-person focus groups across a large state, findings indicated that although professionals may interact with each other during EI visits at child care, meaningful collaboration such as including child care providers in Individualized Family Service Plans and embedding intervention strategies into daily routines was minimal. Participants noted many barriers including liability concerns; information sharing; funding and time for collaboration; and minimal training and understanding of child care and EI programming. Participants provided suggestions to support future collaboration including building relationships through shared training, substitute staffing to attend meetings, and clear program and state policies.

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References

Cameron, D. L., & Tveit, A. D. (2019). 'You know that collaboration works when...' identifying the feature of successful collaboration on behalf of children with disabilities in early childhood education and care. Early Child Development and Care, 187(7). 1189-1202. https://doi.org/10.1080/03004430.2017.1371703.

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U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2015). 37th annual report to congress on the implementation of the individuals with disabilities education act, Washington, DC.

U.S. Department of Health and Human Services & U.S. Department of Education. (2015). Policy statement on inclusion of children with disabilities in early childhood programs. Retrieved January 31, 2020, from https://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf.

Weglarz-Ward, J. M., Santos, R. M., & Hayslip, L. A. (2019a). What EI looks like in childcare: Stories from professionals. Journal of Early Intervention. https://doi.org/10.1177/1053815119886110.

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Acknowledgements

The contents of this review were supported by funding from the U.S. Department of Health and Human Services Administration of Children and Families (90YE0163, Project Officer Ann Rivera) and U.S. Department of Education (H325D110037, Project Officer Dawn Ellis). However, those contents do not necessarily represent the policy of the U.S. Departments of Health and Human Services and Education, and you should not assume endorsement by the Federal Government.

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Authors and Affiliations

1. Department of Early Childhood, Multilingual, and Special Education, University of Nevada Las Vegas, 4505 S. Maryland Parkway MS3014, Las Vegas, NV, 89154, USA

Jenna M. Weglarz-Ward

2. Department of Special Education, University of Illinois, 1310 S. Sixth Street MC708, Champaign, IL, 61820, USA

Rosa Milagros Santos & Loretta A. Hayslip

Corresponding author

Correspondence to Jenna M. Weglarz-Ward.

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Weglarz-Ward, J.M., Santos, R.M. & Hayslip, L.A. How Professionals Collaborate to Support Infants and Toddlers with Disabilities in Child Care. Early Childhood Educ J 48, 643-655 (2020). https://doi.org/10.1007/s10643-020-01029-5
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Keywords

Infants

Disability

Child care

# data[].attributes.attachment_link.title
How Professionals Collaborate to Support Infants and Toddlers with Disabilities in Child Care - Early Childhood Education Journal

# data[].attributes.attachment_link.description
As it is common for infants and toddlers with disabilities to receive their early intervention (EI) services in child care programs, this mixed method study examined the experiences of child care and EI providers (e.g., occupational therapists, physical therapists, speech-language pathologists) in collaborating to support infants and toddlers with disabilities in child care settings.

# data[].attributes.attachment_link.readable_text
What happens when you bring a group of older residents to mix with young children in childcare? Clapping hands and singing songs is just one way they spend the morning together. These interactions are made possible by intergenerational care programs that have gained popularity in Australia in recent years.

Intergenerational care programs provide older adults and children aged three to five with care and social support in the same setting, for short periods of time. This has mutual benefits.

The widespread implementation of intergenerational care programs has the potential to solve many of today's economic challenges associated with child and aged care, while enhancing the educational and social benefits in encouraging relationship building between generations.

Intergenerational care programs in Australia

Although intergenerational care programs are popular in the US and UK, they're in their infancy in Australia.

Griffith University

Given changing economic, demographic and social pressures in Australia, there's an increased need for quality and cost-effective care arrangements for both older people and young children.

There's an anticipated rise in demand for formal care services associated with an ageing population in Australia. This is further compounded by an increase in people not having children, shifts in perceptions of family obligations for caring, rising divorce rates and rising female employment rates.

Accompanying the unprecedented demand for formal aged care services is the limited supply of such care. Finding appropriate care for both older people and young children in Australia is often difficult and unsuitable for the person in need of care or their carer.

The increase in demand for formal care services and the shortage of supply of such care highlights the need for alternative models. This includes models such as intergenerational care. But current intergenerational programs in Australia tend to operate in residential aged care facilities, lack a formalised program based on educational teaching strategies, and don't keep track of or evaluate participant outcomes.

The Griffith University Intergenerational Care Project

The Griffith University Intergenerational Care Project focuses on trialling two models of care:

1. a shared campus model where an aged care centre is located in the same place as a childcare centre

2. a visiting campus model where childcare and aged care centres are located separately and one group travels to visit the other.

The psychological and social benefits of intergenerational care programs are well recognised. Griffith University's Intergenerational Care Project is investigating the educational, workforce and economic benefits intergenerational care programs can bring to Australia.

This research is now well underway and is being conducted across four locations within Queensland and NSW. It's conducted with older adults living with dementia and children aged three to five years.

In this program, older people and children meet for one hour each week over 16 weeks. They partake in shared activities designed to enhance engagement between generations.

Preliminary results suggest the reception of the program has been positive. Both younger and older participants expressed excitement and joy at being able to interact with each other.

Benefits of intergenerational care

Intergenerational care programs give children the opportunity to learn from and connect with an older generation, improve children's behaviour and attitude towards older people, and enhance the overall well-being of both young and old participants.

For older participants, intergenerational care programs allow them to pass on their knowledge and interact with young children in a meaningful way. As a result, they feel an improved sense of life meaning and enhanced self-worth.

Broader benefits

Community perceptions of older adults and ageing also tend to shift from negative to positive. This is especially important because older people want to be treated as valued members in society. Intergenerational care programs enhance the quality of relationships between ageing people and children, and challenge ageist stereotypes.

Intergenerational care programs create a strong opportunity to address ageism in society from an early age and challenge people's assumptions about the contributions of people living with dementia or experiencing other forms of cognitive decline.

This is particularly important in Australia. It's projected by 2050 about one million people will be living with a dementia-related illness. This represents an increase of 254% since 2011.

Griffith University

Delivering intergenerational programs in one location is also attractive because of anticipated cost savings. Both aged care and childcare organisations can decrease total running costs by sharing resources such as skilled labour, learning materials, and buildings.

Our preliminary workforce interview findings suggest intergenerational care is a career path that interests staff. It also suggests creating a training qualification to enable this career path may address workforce shortages in both child care and aged care.

Intergenerational care programs offer an effective alternative model of care in Australia in the face of increasing economic, demographic and social pressures. An extensive rollout of such programs has the potential to give families access to more, higher quality childcare, and helps older people feel like valued members of society.

This article was written by Professor Anneke Fitzgerald, Dr Katrina Radford and Ms Lalita Kirsnan, and first appeared at The Conversation.

# data[].attributes.attachment_link.title
A new project shows combining childcare and aged care has social and economic benefits

# data[].attributes.attachment_link.description
What happens when you bring a group of older residents to mix with young children in childcare? Clapping hands and singing songs is just one way they spend the morning together. These interactions are made possible by intergenerational care programs that have gained popularity in Australia in recent years.

# data[].attributes.attachment_link.readable_text
As a kid, coming home from visiting your grandparents meant that you had just been spoilt with food, attention and love. The elderly cherish spending quality time with children, and the bond between the two vulnerable groups could be more beneficial than we realise. We live in a society where care of the young and the old is increasingly segregated, with very limited opportunity for the two age groups to interact. These 'book-end generations' could become great resources for each other - all we need to do is put them together.

Inter-generational play groups could be an underrated solution to manage Australia's ageing population. Combining care for children and the elderly has a range of benefits for both groups.

In the last 20 years or so this concept has been increasingly explored- particularly in the United States, where more and more shared care facilities are being opened .The Intergenerational Learning Centre (ILC) is an award-winning child care program located in West Seattle. The child care building and campus is also home to more than 400 older adults.

Five days a week, the children and residents come together in a variety of planned activities such as music, dancing, art, lunch, storytelling, or just visiting. These activities result in mutual benefits for both generations, enhancing the opportunities for children and people of all ages to have frequent interaction.

The program offers children opportunities to:

Learn about the normal aging process

Accept people with disabilities

Be involved with people who are two or three generations apart

Help reduce their fear of older adults

Receive and give unconditional and unbounded love and attention.

In addition, residents and program participants benefit from:

Frequent interaction with children throughout their day

Physical activity in playing with the children

Opportunities to play, laugh, and enjoy the spirit and joy that children bring to their home environment

A renewed sense of self-worth

An opportunity to transfer knowledge

The ability to serve as role models.

In Australia, three researchers at Griffith University led a nationwide study in 2015, looking into the benefits of mixing aged care and child care in an inter-generational setting.

With an ageing population placing pressure on the nation's aged-care services and rising dementia numbers, it's hoped the model will delay a decline in cognitive function and assist the elderly in maintaining their independence for longer.

Griffith professor Anneke Fitzgerald, a former registered nurse, thought of the idea for the study during a phone call with her daughter, who was talking about the 'trials and tribulations' of working in child care. Fitzgerald realised that many of the challenges in the two sectors were the same. Fellow Griffith Business School professors Katrina Radford and Nerina Vecchio were quick to jump on board and the three set out to interview as many child care directors, aged-care centre managers, and consumer groups as possible to better understand a clearly under-researched and underfunded area.

Preliminary results suggested that there was a gap that needed to be filled and that the development of a new approach would see the elderly gain valuable opportunities to socialise and renew their sense of self-worth, rather than isolate a section of the population.

One option would mix aged care and child care by placing centres side by side, with common kitchen and leisure facilities, such as the Intergenerational Learning Centre in Seattle.

Another would take on a form similar to that of the 'Grandfriends' program being trialled at the Southport Early Childhood Centre on Queensland's Gold Coast, where elderly people pay regular visits to paint and read with the kids, and exercises as simple as bubble-blowing have been proven to increase lung capacity.

Although it is an under-explored topic area, this isn't the only study conducted in Australia on the benefits of intergenerational learning.

St Michael's Collegiate Early Learning Centre located at Bishop Davies Court, Tasmania was opened in April 2006. Bishop Davies Court is an Aged Care Facility operated by OneCare. The Tasmanian Education Department proposed the idea of bringing the children and the elderly together in play activities to establish an intergenerational project.

Together these two organisations combined to offer an intergenerational program (KITE - Kids Interacting with The Elderly) that has the elderly and the young children sharing activities together and developing relationships. With help from the Vincent Fairfax Family Foundation, a Resource Guide has been developed to assist others to implement a KITE program.

In addition to benefits to wellbeing and health, intergenerational care models are also likely to be cost effective, as they allow for synergies of resources such as labour, buildings, learning materials, and activities.

The idea of intergenerational care and learning is founded on the notion that old and young can bring new energy, knowledge, and enthusiasm to each other's lives. Social policy will need to be changed in Australia if this is to move forward and be a sustainable care model. If it is to be considered for every state in Australia, more research will need to be conducted to show the benefits of inter-generational care.

# data[].attributes.attachment_link.title
The Benefits of Mixing Aged Care with Child Care | ConnectAbility Australia

# data[].attributes.attachment_link.description
As a kid, coming home from visiting your grandparents meant that you had just been spoilt with food, attention and love. The elderly cherish spending quality time with children, and the bond between the two vulnerable groups could be more beneficial than we realise.

# data[].attributes.attachment_link.readable_text
What happens when you bring a group of older residents to mix with young children in childcare? Clapping hands and singing songs is just one way they spend the morning together. These interactions are made possible by intergenerational care programs that have gained popularity in Australia in recent years.

Intergenerational care programs provide older adults and children aged three to five with care and social support in the same setting, for short periods of time. This has mutual benefits.

The widespread implementation of intergenerational care programs has the potential to solve many of today's economic challenges associated with child and aged care, while enhancing the educational and social benefits in encouraging relationship building between generations.

Intergenerational care programs in Australia

Although intergenerational care programs are popular in the US and UK, they're in their infancy in Australia.

Given changing economic, demographic and social pressures in Australia, there's an increased need for quality and cost-effective care arrangements for both older people and young children.

There's an anticipated rise in demand for formal care services associated with an ageing population in Australia. This is further compounded by an increase in people not having children, shifts in perceptions of family obligations for caring, rising divorce rates and rising female employment rates.

Accompanying the unprecedented demand for formal aged care services is the limited supply of such care. Finding appropriate care for both older people and young children in Australia is often difficult and unsuitable for the person in need of care or their carer.

The increase in demand for formal care services and the shortage of supply of such care highlights the need for alternative models. This includes models such as intergenerational care. But current intergenerational programs in Australia tend to operate in residential aged care facilities, lack a formalised program based on educational teaching strategies, and don't keep track of or evaluate participant outcomes.

The Griffith University Intergenerational Care Project

The Griffith University Intergenerational Care Project focuses on trialling two models of care:

1. a shared campus model where an aged care centre is located in the same place as a childcare centre

2. a visiting campus model where childcare and aged care centres are located separately and one group travels to visit the other.

The psychological and social benefits of intergenerational care programs are well recognised. Griffith University's Intergenerational Care Project is investigating the educational, workforce and economic benefits intergenerational care programs can bring to Australia.

This research is now well underway and is being conducted across four locations within Queensland and NSW. It's conducted with older adults living with dementia and children aged three to five years.

In this program, older people and children meet for one hour each week over 16 weeks. They partake in shared activities designed to enhance engagement between generations.

Preliminary results suggest the reception of the program has been positive. Both younger and older participants expressed excitement and joy at being able to interact with each other.

Benefits of intergenerational care

Intergenerational care programs give children the opportunity to learn from and connect with an older generation, improve children's behaviour and attitude towards older people, and enhance the overall well-being of both young and old participants.

Read more: Combining daycare for children and elderly people benefits all generations

For older participants, intergenerational care programs allow them to pass on their knowledge and interact with young children in a meaningful way. As a result, they feel an improved sense of life meaning and enhanced self-worth.

Broader benefits

Community perceptions of older adults and ageing also tend to shift from negative to positive. This is especially important because older people want to be treated as valued members in society. Intergenerational care programs enhance the quality of relationships between ageing people and children, and challenge ageist stereotypes.

Intergenerational care programs create a strong opportunity to address ageism in society from an early age and challenge people's assumptions about the contributions of people living with dementia or experiencing other forms of cognitive decline.

This is particularly important in Australia. It's projected by 2050 about one million people will be living with a dementia-related illness. This represents an increase of 254% since 2011.

Delivering intergenerational programs in one location is also attractive because of anticipated cost savings. Both aged care and childcare organisations can decrease total running costs by sharing resources such as skilled labour, learning materials, and buildings.

Our preliminary workforce interview findings suggest intergenerational care is a career path that interests staff. It also suggests creating a training qualification to enable this career path may address workforce shortages in both child care and aged care.

Read more: What happened when we introduced four-year-olds to an old people's home

Intergenerational care programs offer an effective alternative model of care in Australia in the face of increasing economic, demographic and social pressures. An extensive rollout of such programs has the potential to give families access to more, higher quality childcare, and helps older people feel like valued members of society.

# data[].attributes.attachment_link.title
A new project shows combining childcare and aged care has social and economic benefits

# data[].attributes.attachment_link.description
What happens when you bring a group of older residents to mix with young children in childcare? Clapping hands and singing songs is just one way they spend the morning together. These interactions are made possible by intergenerational care programs that have gained popularity in Australia in recent years.

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A Palliative Approach or Specialist Palliative Care? What Happens in Aged Care Facilities for Residents With a Non Cancer Diagnosis?

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Bridging child care and aged care - ProPortion Foods

# data[].attributes.attachment_link.description
What better way to breathe life into aged care than with young children. That's what intergenerational programs are starting to do in Australia. In an era of dissolving extended families, the new model of bridging generations is testament to their multiple psychological, social and economic benefits.

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Academic Editor: Jennifer Cartmel

Received: 5 September 2021 / Accepted: 22 September 2021 / Published: 7 October 2021

The many changes that occur in the lives of older people put them at an increased risk of being socially isolated and lonely. Intergenerational programs for older adults and young children can potentially address this shortfall, because of the perceived benefit from generations interacting. This study explores whether there is an appetite in the community for intergenerational programs for community dwelling older adults. An online survey was distributed via social media, research team networks, and snowballing recruitment with access provided via QR code or hyperlink. Semi-structured interviews were undertaken with potential participants of a pilot intergenerational program planned for the Eastern Suburbs of Sydney, Australia in 2020. The interviews were thematically analyzed. Over 250 people completed the survey, and 21 interviews took place with older adults (10) and parents of young children (11). The data showed that participants were all in favor of intergenerational programs, but there were different perceptions about who benefits most and how. The study highlighted considerations to be addressed in the development of effective and sustainable intergenerational programs. For example, accessing people in the community who are most socially isolated and lonely was identified as a primary challenge. More evidence-based research is needed to support involvement of different cohorts, such as those who are frail, or living with physical or cognitive limitations. View Full-Text

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Figure 1

Kenning, G.; Ee, N.; Xu, Y.; Luu, B.L.; Ward, S.A.; Goldwater, M.B.; Lewis, E.; Radford, K.; Anstey, K.J.; Lautenschlager, N.T.; Fitzgerald, J.A.; Rockwood, K.; Peters, R. Intergenerational Practice in the Community-What Does the Community Think? Soc. Sci. 2021, 10, 374. https://doi.org/10.3390/socsci10100374

AMA Style

Kenning G, Ee N, Xu Y, Luu BL, Ward SA, Goldwater MB, Lewis E, Radford K, Anstey KJ, Lautenschlager NT, Fitzgerald JA, Rockwood K, Peters R. Intergenerational Practice in the Community-What Does the Community Think? Social Sciences. 2021; 10(10):374. https://doi.org/10.3390/socsci10100374

Chicago/Turabian Style

Kenning, Gail, Nicole Ee, Ying Xu, Billy L. Luu, Stephanie A. Ward, Micah B. Goldwater, Ebony Lewis, Katrina Radford, Kaarin J. Anstey, Nicola T. Lautenschlager, Janna Anneke Fitzgerald, Kenneth Rockwood, and Ruth Peters. 2021. "Intergenerational Practice in the Community-What Does the Community Think?" Social Sciences 10, no. 10: 374. https://doi.org/10.3390/socsci10100374

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Intergenerational Practice in the Community-What Does the Community Think?

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The many changes that occur in the lives of older people put them at an increased risk of being socially isolated and lonely. Intergenerational programs for older adults and young children can potentially address this shortfall, because of the perceived benefit from generations interacting.

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Fred Garsed has eight great-grandchildren, but soon the 92-year-old will have 72 adopted great-grandchildren.

A childcare centre has just been built at his aged care home in Merbein, near Mildura in north-west Victoria, as part of a new program designed to improve the wellbeing of aged care residents, offer new experiences to children and benefit the wider community.

"I walk around every morning and I see them [the children], they talk to me," Mr Garsed said.

"The little girl was making a mud cake yesterday. It's cute, I love the little kids."

Music program paves the way for the childcare centre

In 2018, the aged care home trialled a music program, where parents and their pre-schoolers visited and made music with the elderly residents.

The Music Together Generations program included everything from dancing to modern pop tunes, to well-known nursery rhymes and even international songs.

Chaffey Aged Care CEO Darren Midgley said the outcomes from the program were amazing.

"We saw residents who had profound dementia, who couldn't speak any more, who were singing, and we had residents who were in chairs and had fixed postures tapping their fingers or feet to the beat of the music," Mr Midgley said.

Music therapist Catherine Threlfall hoped the trial would be successful and move into other nearby aged care homes, but she never dreamt that it would lead to the development of a childcare centre at Chaffey Aged Care.

"The children bring an energy to the room and those residents leave feeling energised and connected and that is a lift to your day when you live in residential care," she said.

It's not just the elderly who will benefit

The opening of the Generations Early Learning Centre in Merbein will make a huge difference to local families, who had to travel into Mildura to access daycare.

Parent Haley Sheriff said she was looking forward to her four-year-old daughter Zoey interacting with the aged care residents.

"We live in a society that's trying to stop ageing at a rapid rate so this is a really good opportunity for her to see that it's normal, it's part of life and nothing to be afraid of," she said.

Most of the interaction between the children and the aged care residents will be structured, with plans for reading, music, craft, dance, cooking, gardening and walking activities.

Mr Midgley said the intergenerational activities would continue throughout the year, regardless of what happened with the coronavirus pandemic.

The organisation is prepared to use social distancing or technology to keep everyone connected.

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This aged care centre's newest faces are younger than you'd expect

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Fred Garsed has eight great-grandchildren, but soon the 92-year-old will have 72 adopted great-grandchildren. A childcare centre has just been built at his aged care home in Merbein, near Mildura in north-west Victoria, as part of a new program designed to improve the wellbeing of aged care residents, offer new experiences to children and benefit the wider community.

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Young and elderly Victorians are set to learn under the same roof together, with construction underway on a new daycare centre being built in a Melbourne aged care home.

Kinder kids and aged care residents will mingle and interact together at the new 66-place intergenerational learning centre, being built as part of Mornington's Andrew Kerr Care nursing home.

Residents will take part in activities including arts and crafts, music and reading for an hour a day.

The kinder program, which is expected to be up and running by mid-year, is being run by The Herd Intergenerational Learning Centre.

The Herd co-director Anna Glumac said the project, which involves the licensed child care centre sharing the same roof as an aged care facility, is the first of its kind in Australia.

"The shared-roof nature of our facility will afford residents the freedom and opportunity to experience the joy of watching children in play whenever they're feeling lonely by visiting and spending time in a special viewing lounge that will overlook some of the children's play spaces," she said.

"Essentially, residents will be able to sit in a lounge-room type environment and feel enlivened by seeing little people playing in a way that might be reminiscent of the precious years when they had their own young children."

Throughout the week children the childcare centre will have daily visits with residents. Activities will include art, gardening, music, exercise and recreational games.

Ms Glumac said research, such as that being done by the intergenerational project team at Griffith University, shows both participating children and aged care residents benefit from intergenerational care programs.

She said benefits for residents may include an increase in physical activity and sense of purpose and may help alleviate levels of depression and loneliness - all of which can help ward off cognitive decline.

Ms Glumac added children also can get an enhanced sense of belonging by forming strong and close connections with their older friends and develop positive attitudes toward ageing and the elderly.

"Through regular contact with older adults, young children learn to feel comfortable around, and understanding of, the needs of those who have a disability and who may require aids to assist with their mobility, hearing or sight."

For the broader community, The Herd hopes break down stereotypes and barriers that exist between generations and broaden understanding of other age groups.

"By acting as a model and giving tours and support for other individuals and organisations interested in providing an intergenerational model of care, we endeavour to ensure that the impact of our project extends beyond the residents and children involved in our program," she added.

Andrew Kerr Care received $500,000 from the state government towards the $2.1m project.

For more details visit theherdilc.com.au or andrewkerr.com.au

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Herd mentality a win-win at aged care preschool

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Young and elderly Victorians are set to learn under the same roof together, with construction underway on a new daycare centre being built in a Melbourne aged care home. Kinder kids and aged care residents will mingle and interact together at the new 66-place intergenerational learning centre, being built as part of Mornington's Andrew Kerr Care nursing home.

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Young and elderly Victorians will learn under the same roof together, with the Andrews Labor Government backing construction of an international learning centre in Mornington.

Minister for Early Childhood Ingrid Stitt today announced Andrew Kerr Care will receive $500,000 from the Labor Government to construct a 66-place facility creating an Intergenerational Learning Centre.

This intergenerational model of care offered by Herd, provides opportunities for children and aged care residents to come together five days a week to enjoy activities together, such as art, music, lunch, storytelling, or just visiting.

The Herd offers children unique opportunities to become part of an extended family; to learn about the ageing process; to accept people with disabilities; and to be involved with people who are two or three generations apart.

The aged-care residents will benefit from frequent interaction with children throughout their day; physical activity in playing with the children; and opportunities to play, laugh and enjoy the spirt and joy that children bring to their home environment.

The project will help meet the local demand for three-and four-year-old kindergarten in the Mornington area and deliver a unique, intergenerational approach to education and care.

The service will offer a unique model that provides many benefits to participating children including enhanced social-emotional development and greater awareness of difference, empathy and tolerance.

Construction works are expected to start by February this year and be finished mid-year.

The Labor Government has committed $1.68 billion over the next decade for co-investments in early childhood infrastructure - the largest investment in early childhood infrastructure in the state's history.

Building the Education State starts with the early years - that's why the Labor Government is investing $5 billion over the next decade to provide universal access to Three-Year-Old Kindergarten.
Quotes attributable to Minister for Early Childhood Ingrid Stitt
"We are investing in the early years to ensure our children have the best educational start to life."

Intergenerational Learning Centre will enable our elderly and youngest people to connect and learn from each other to provide a unique approach to care and education."

Quotes attributable to Member for Eastern Victorian Jane Garrett

"We are thrilled to soon have a leading intergenerational centre in our community, to foster a love of learning and compassion spanning the decades. "

We know that quality early childhood services provide a better start in life and this investment will ensure no child is left behind."

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New Intergenerational Learning Centre In Mornington | Premier of Victoria

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Young and elderly Victorians will learn under the same roof together, with the Andrews Labor Government backing construction of an international learning centre in Mornington. Minister for Early Childhood Ingrid Stitt today announced Andrew Kerr Care will receive $500,000 from the Labor Government to construct a 66-place facility creating an Intergenerational Learning Centre.

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Resource 3 - Intergenerational Communication Practices

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Resource 3 - Intergenerational Communication Practices

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https://www.sciencedirect.com/science/article/pii/B9780123808820000152

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Publisher Summary

This chapter explores important parameters of intergenerational communication, with a focus on older people being targets of overaccommodation, also known variously across studies as patronizing talk, elder speak, or infantilizing talk. The latter are considered as (interchangeable) forms in that they can be subsumed under or treated as exemplars of the more superordinate category of over accommodative moves. Overaccommodation is a construct derived from communication accommodation theory that has been operationalized in terms of a speaker perceiving to exceed or overshoot the level of implementation of communicative behaviors necessary for a smooth and successful interaction. The chapter begins with considering the different forms overaccommodation can take. Following this, it sheds light on its social effects and describes the variable ways it can be managed by recipients. It also presents the theoretical mechanisms proposed to underlie this process. Furthermore, it considers other forms problematic intergenerational communication may, including elderly-to-young overaccommodation, painful self disclosures, and off-target verbosity. Finally and consequentially, this chapter concludes with a discussion of how communicative practices are endemic in the social construction of successful and unsuccessful aging.

# data[].attributes.attachment_link.description
This chapter explores important parameters of intergenerational communication, with a focus on older people being targets of overaccommodation, also known variously across studies as patronizing talk, elder speak, or infantilizing talk. The latter are considered as (interchangeable) forms in that they can be subsumed under or treated as exemplars of the more superordinate category of over accommodative moves.

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Resource 4 - Children and Adults Reading Interactively: The Social Benefits of an Exploratory Intergenerational Program

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Resource 4 - Children and Adults Reading Interactively: The Social Benefits of an Exploratory Intergenerational Program

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https://doi.org/10.1177/1525740114529154

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Resource 5 - Intergenerational Partnerships in Adult Day Centers: Importance of Age-Appropriate Environments and Behaviors

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Resource 5 - Intergenerational Partnerships in Adult Day Centers: Importance of Age-Appropriate Environments and Behaviors

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https://doi.org/10.1093/geront/42.3.321

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Intergenerational Partnerships in Adult Day Centers: Importance of Age-Appropriate Environments and Behaviors

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Abstract. Purpose: This research identified the potential for infantilization of clients in centers that offer an occasional program of combined adult and child

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A place where young children and senior citizens can interact.

A place where the old can teach and inspire the young and where the youth can invigorate and energies the old.

A place where no one is unwillingly excluded, left out or feel disadvantaged.

A place with care is built into the foundation and walls.

A place where skills can be developed and shared without embarrassment as the young are still learning and the old can hopefully remember things they learnt.

A place where no matter what religion, race, background or upbringing there is nothing prevent people from participating or resentment for others, a place where all are accepted

A place where there can be peace and meaningful work but also high energy with noise and social interactions.

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https://miro.com/app/board/uXjVP1ulNfA=/

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Sign up | Miro | Online Whiteboard for Visual Collaboration

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Scalable, secure, cross-device and enterprise-ready team collaboration whiteboard for distributed teams. Join 35M+ users from around the world