Title: Together old and young: how informal contact between young children and older people can lead to intergenerational solidarity
Source document: Studia paedagogica. 2016, vol. 21, iss. 2, pp. [101]-116
Extent
[101]-116
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2016-2-7
Stable URL (handle): https://hdl.handle.net/11222.digilib/135505
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
This article discusses the processes and outcomes when space and time are explicitly created for young children and older people to be together, to play together and learn from each other in the contexts of both non-formal and formal education. It is proposed that a big part of this being together is sharing and transforming culture and cultural experiences, which in turn enhances solidarity and social cohesion. The article is based on findings of the European project called Together Old and Young (TOY), which was designed to research and develop good practice in intergenerational learning involving young children and older people. It draws on cultural anthropological and pedagogical theories to explore how interactions between young children and older people can develop solidarity, social cohesion, and intercultural understanding. Four linked research questions are addressed: 1) How does intergenerational learning (IGL) in non-formal and formal settings support the wellbeing of older adults and young children?; 2) How does IGL influence and transform the identity of older adults and young children?; 3) What mechanisms support inclusion and solidarity between young children and older adults, including those who are migrants?; 4) How do intergenerational relationships create and transform cultures of both young children and older adults? The findings indicate a need to pay attention to both the social and physical environments in urban planning and social and educational policies, including making provisions for space and time for young children and older adults to play and be creative together and learn about each other's life worlds. The findings also highlight the effectiveness of multi-sensory activities as a bridging mechanism between the generations as a means for children and older adults to re-negotiate cultural meanings together.
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[4] Clark, M., & Anderson, B. G. (1967). Culture and Aging: An Anthropological Study of Older Americans. Springfield: Charles C. Thomas.
[5] Danely, J. (2013). Aging: Integration. Cultural Anthropology. (Online only). Retrieved from http://www.culanth.org/fieldsights/392-aging-integration
[6] Geertz, C. (1973). The Interpretation of Cultures: Selected Essays. New York: Basic.
[7] Global Age-friendly Cities: A Guide. (2007). Geneva: WHO Press. Retrieved from http://www.who.int/ageing/publications/Global_age_friendly_cities_Guide_English.pdf
[8] Hirschfeld, L. A. (2002). Why Don't Anthropologists Like Children? American Anthropologist, 104(2), 611–627. | DOI 10.1525/aa.2002.104.2.611
[9] Hoff, A. (2007). Intergenerational learning as an adaptation strategy in aging knowledge societies. In European Commission (Ed.), Education, Employment, Europe (126–129). Warsaw: National Contact Point for Research Programmes of the European Union.
[10] Intergenerational Learning Involving Young Children and Older People. (2013). Leiden: The TOY Project Consortium. Retrieved from http://www.toyproject.net/#!literature-review/c1sbe
[11] Intergenerational Solidarity: Foundation Findings. (2012). Dublin: Eurofound.
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[13] Kaplan, M. S. (2002). Intergenerational programs in schools: Considerations of form and function. International Review of Education, 48(5), 305–334. | DOI 10.1023/A:1021231713392
[14] Lancy, D. F. (2008). The Anthropology of Childhood: Cherubs, Chattel, Changelings. Cambridge: Cambridge University Press.
[15] Lancy, D. F. (2012). Why anthropology of childhood? A brief history of an emerging discipline. AnthropoChildren, 1(1).
[16] Levine, R., & New, R. S. (Eds.) (2008). Anthropology and Child Development: A Cross-cultural Reader. Chichester: Wiley-Blackwell.
[17] Lewis, J. (2013). Aging: Translation. Cultural Anthropology. (Online only). Retrieved from http://www.culanth.org/fieldsights/389-aging-translation
[18] Mercken, C. (2003). Neighbourhood-reminiscence: Integrating generations and cultures in the Netherlands. Journal of Intergenerational Relationships, 1(1), 81–94. | DOI 10.1300/J194v01n01_08
[19] Montgomery, H. (2008). An Introduction to Childhood: Anthropological Perspectives on Children's Lives. Chichester: Wiley-Blackwell.
[20] Perkinson, M. A., & Solimeo, S. L. (2013). Aging in cultural context and as narrative process: Conceptual foundations of the anthropology of aging as reflected in the works of Margaret Clark and Sharon Kaufman. The Gerontologist, 54(1), 101–107. | DOI 10.1093/geront/gnt128
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[22] Pinazo-Hernandis, S., & Tompkins, C. J. (2008). Shared sites in a society for all ages: A key for building community. Journal of Intergenerational Relationships, 6(3), 377–379.
[23] Power, M. B., Eheart, B. K., Racine, D., & Karnik, N. S. (2007). Aging well in an intentional intergenerational community: Meaningful relationships and purposeful engagement. Journal of Intergenerational Relationships, 5(2), 7–25. | DOI 10.1300/J194v05n02_02
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[28] Taylor, A. (2013). Reconfiguring the Natures of Childhood. London: Routledge.
[29] Vanderbeck, R.M., & Worth, N. (Eds.) (2015). Intergenerational Space. Abingdon: Routledge.
[30] Van Vliet, W. (2011). Intergenerational cities: A framework for policies and programs. Journal of Intergenerational Relations, 9(4), 348–365. | DOI 10.1080/15350770.2011.619920
[31] Van Vliet, W., & Karsten, L. (2015). Child-friendly cities in a globalizing world: Different approaches and a typology of children's roles. Children, Youth and Environments, 25(2), 1–15. | DOI 10.7721/chilyoutenvi.25.2.0001
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