Document Type
Book
Disciplines
5.3 EDUCATIONAL SCIENCES, Social sciences
Abstract
Despite being the oldest form of learning, IGL has declined steadily over time due to wide-ranging social, cultural, economic and demographic changes. Children in the Western world are growing up in smaller, geographically dispersed family circles and, consequently, have fewer opportunities to interact with different age groups and to see themselves as part of a multigenerational society. Older people are living longer, yet are frequently separated from their families by distance, migration and family breakdown and, more recently, by COVID-19. Additionally, with the increasing attendance at age-segregated services, including preschools and care homes, traditional places and opportunities for age groups to mix have decreased. This has resulted in fewer opportunities for the development of intergenerational relationships and learning and ultimately poses a risk to social inclusion.
Planned, non-familial IGL, which involves bringing different unrelated age groups together, to learn from each other and about each other, has emerged in a wide variety of sectors since the late 20th century, building on the positive resources the young and old have to offer each other. IGL can take place in formal (e.g. schools) and non-formal settings, such as early childhood education and care (ECEC) services, older adults services, community centres, libraries, museums, and parks. Key benefits of IGL include creating greater understanding and respect between generations, addressing societal concerns of loneliness and isolation, building social cohesion in communities, and enhancing opportunities for lifelong learning. Bringing generations together expands learning opportunities, enhances feelings of well-being and belonging and helps to build stronger communities for young children to grow up in.
More recently, a growing body of research has demonstrated that IGL is an effective pedagogical strategy in ECEC as it aligns closely with internationally recognised principles of young children’s learning and development. Furthermore, adopting IGL as a pedagogical strategy raises important philosophical questions about what is important for young children to learn now and into the future. Doing so may extend or challenge contemporary ideas of ECEC practice as educators harness the benefits of intergenerational learning and support the development of young children as caring, contributing members of communities.
DOI
https://doi.org/10.21427/CF3M-SV64
Recommended Citation
Fitzpatrick, A. (2024). Generations Growing Together: Intergenerational learning as a pedagogical strategy in early childhood education and care services. A handbook for practitioners and trainers. TOY programme: Leiden. DOI: 10.21427/CF3M-SV64
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Included in
Early Childhood Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Social and Behavioral Sciences Commons
Publication Details
Fitzpatrick, A. (2024). Generations Growing Together: Intergenerational learning as a pedagogical strategy in early childhood education and care services. A handbook for practitioners and trainers. TOY programme: Leiden. DOI: 10.21427/CF3M-SV64