Module 2.2 - Young Children and Community Members
Module 2.2: Young children and community members
1. The relational pedagogy between generations
Intergenerational programs provide opportunities, care and social support for children and older adults in the same setting, at the same time. The main purpose of an intergenerational program is to provide opportunities to develop meaningful relationships for both children and older people, to encourage older people to use their experiences and skills and to allow both young children and older people to experience the pleasure and excitement that occurs with communicating, one generation to another.
Such opportunities can increase interaction, exchange of knowledge and skills that benefit well-being across generations. In younger children, intergenerational programs can increase literacy skills, build knowledge and reduce ageism. For older people, they can promote well-being by enhancing mood, mobility and sense of worth. There are mutual benefits for all. Therefore, deciding and intentionally developing the appropriate pedagogy for the program is important. In creating the opportunities in intergenerational programs, it is important to know about the characteristics of children and about how play is critical to shaping the children’s brain development.
2. Wellbeing and growth in young children
Attachment Theory: Across the lifespan
Attachment theory is a commonly cited theory exploring the emotional bonds and relationships between people. The theory posits that humans are born with the innate need to forge bonds with caregivers as young children. These bonds are then thought to have an influence on attachments throughout life.
John Bowbly (1969) was the first to propose attachment as a “lasting psychological connectedness between human beings'' and explored the adverse emotions such as anxiety or stress experienced by children when separated from their caregivers. Bowbly, observed that attachment was characterised by clear behavioural and motivational patterns and that it was a product of evolutionary/learning processes. Following Bowlby, Mary Ainsworth (1970) expanded on the theory and described three major styles of attachment: secure, ambivalent-insecure, and avoidant-insecure. Later, a fourth attachment style was added called disorganised-insecure attachment. For further information on the four attachment styles see this link and Figure 1.
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Figure 1. Childhood Attachment Styles. Source:https://rediscoveringsacredness.com
Figure 1. Childhood Attachment Styles. Source:The organisation of the attachment behavioural systems involves three main components: behavioural, emotional and cognitive. This means that if a child is separated from theircaregiver, the child is likely to; express goal-oriented behaviours such as seeking proximity; evoke an emotional response, such as, arousal or anxiety and finally; cognitively form an idea of the attachment figure, self and environment.
As presented in Figure 2., children at different ages present different stages of attachment. Understanding these developmental stages can explain how and in what ways children explore the environments they are in.
As a facilitator, it is important to be aware of the attachment styles that children and older adults display in order to match and encourage connections that are beneficial for both parties involved.
Figure 2. Stages of attachment. Source: https://www.verywellmind.com
Working with children 0-5 years old
From birth, children are connected to family, communities, culture and place. Early development and learning take place through these relationships, particularly within families; as caregivers are often a child's first and most influential educators.
As children and young people participate in everyday life, they develop interests and curiosities and construct their own identities and understandings of the world. As an intergenerational facilitator you will be working with children of all ages. Therefore, it is important to have an understanding of developmental milestones. For example, did you know that from birth to five years old, 90% of brain development occurs? During this time 700 new neural connections are formed every second and are formed through interactions of genes and the environment.
As a child grows from birth to adolescence the brain develops in the following order (see Figure 3.)
1. Motor and sensory input (brain stem/ midbrain)
2. Attachment, emotions and behaviour (limbic brain)
3. Thinking, planning, inhibiting and learning (cortical brain)
Figure 3. Children's brains develop from the bottom up. Source:https://chosen.care.com
During this crucial period of brain development, there are key essentials in forming safe attachment styles and in turn human connectedness. These include:
• Forming healthy early relationships – vital to brain development as they help wire the brain to trust others, to love, and to feel safe and secure.
• Having positive experiences – new brain connections are formed and modified through verbal and physical interactions.
• Having consistent and secure environments – the brain develops gradually in response to experience and to the environment.
As mentioned in the previous module, Perry’s Neurosequential Model (2019) provides an explanation of the four major layers of the brain and the role they play in behaviours, thoughts and emotions. See Table 1. for examples of how the relationship between brain functioning and stages of life.
Table 1. Perry’s brain development and functioning in relation to age. Source: Perry (2019)
3. Facilitation in different early childhood settings
Intergenerational programs can take place in a range of settings and environments, such in aged care settings, neutral environments, and early childhood settings.
The two main early learning settings you may come across are playgroup spaces and long daycare settings. Playgroups include parents and their children, whilst long daycare settings are with children on their own. Whilst the focus is the interaction with older adults and children, as a facilitator it is important to recognise that each setting will require different skills in order to factor in all participants involved.
PLAYGROUP
Playgroup spaces require strategies which also sustain and support family engagement. This means that intergenerational interactions have to be responsive to the skills and interests of all members and that the choice of activities and physical environment is conducive to meaningful engagement for all participants.
Playgroup settings also provide opportunities for adults to meet and form friendships whilst also contributing to parent knowledge regarding child development. As a facilitator, being aware of parents’ feelings such as protection, bereavement and/or jealousy may be important in the way you pre-plan and deliver sessions. It is suggested that pre-information, name badges and setting expectations can assist in programs running smoothly.
Activities which take into account the parent as a partner to the child, will also encourage confidence and engagement of all participants involved. It is also suggested that you ask parents to keep a weekly diary of the conversations they have with their child as a result of the program. This task allows parents to understand the changes they see in their child, whilst indirectly promoting self-reflection. Playgroups which are flexible, responsive and adaptive to the needs of carers, children and older adults will result in positive outcomes and sustainability of programs.
Delve Deeper:
Please have a look at the Playgroup Australia website and become familiar with what this organisation does to connect generations.
LONG DAY CARE
Long day care involves settings where you will be working with the child and older adult. Long day care usually operates at least 10 hours a day from Monday to Friday and provides full or part-time care for children. Long day care is governed by the National Quality Standards and has educator to child ratio requirements.
These Learning Outcomes acknowledge children learn in a variety of ways and vary in their capabilities and pace of learning. That is learning is ongoing and not always predictable and linear and children will progress towards the Learning Outcomes in different and equally meaningful ways. Over time children engage with increasingly complex ideas and learning experiences, which are transferable to other situations. Learning is influenced by each child’s context, including previous experiences, culture, languages spoken, capabilities, emotional wellbeing, dispositions and learning preferences and the engagement with each child’s family and community. Considering these outcomes when preparing and designing intergenerational programs is highly recommended.
4. Play for all
So what is play?
Play is a concept which is often kept within the realms of childhood; with the majority of studies highlighting the beneficial effects of play on and in young development. Despite being correct, this narrow view contributes to the idea that playing or being playful stops beyond early years of life.
“Playing is a way of experiencing bodily and emotional sensations through engaging with the immediate real and imagined social and physical environment in any number of ways, and where the player has a sense of control. This engagement with the environment has an impact on the way in which genes are expressed (activated) and on the structural development of the brain” (Lester & Russel, 2008 chapter 3.)
“Play, as a process of taking and making place, allows one to perceive the world from different angles. One gets a working knowledge of their environments, recognises physical objects and features, knows how things might connect in novel and non-stereotypical ways, recognises how others use space and the value of connecting and disconnecting with them, and discovers threats and opportunities. Play does not take place in a vacuum; it appears in the cultural, social and physical fabric of everyday life” (Lester & Russel, 2008 chapter 3.)
The report, Play for a Change (Lester & Russel,2008), reveals the similarities between academic research on the benefits of play for children’s health and well-being, and the broad aims stated in current policies for children and young people. Mentioned throughout the report, is the interrelationship between genes, the brain, the body, behaviour and the physical and social environment. Increasing evidence suggests how play contributes to a children’s physical and emotional well-being and to their development. It is believed that play has an impact on the architectural foundations of development, such as, gene expression and physical and chemical development of the brain. In turn, these foundations influence the child’s ability to adapt to, survive, thrive in and shape their social and physical environments.
Play, when incorporated into intergenerational programs, has a number of physical and mental health benefits across all ages. Have a quick look at this visual and interactive tool which shows the results of the rigorous search demonstrating the existing intergenerational research and the outcomes related to health and wellbeing. Take note of the interventional level found on the Y-axis (vertical) . You can see that the most beneficial outcomes occur beyond level 5. As a facilitator it is important to pick age-appropriate play activities, incorporate them into your programs and move engagement up the ladder of the intervention level.
Indeed, we all play occasionally, and we all know what playing feels like. But when it comes to making theoretical statements about what play is, we often fall into the idea of silliness. There is little agreement among us and much ambiguity. This ambiguity may arise from the considerable diversity of play forms and behaviours, the diversity of players and the diversity of play scholarship and academic perspectives that seek to explain this ludic (playful) form.
Play for all or Ageless play is a concept within intergenerational practice which acknowledges the relational pedagogy between ages and the overall benefits of play at all ages. In one study looking at the construct of older-adult playfulness, it found that playfulness in later life may contribute to the maintenance of cognitive functioning, emotional growth and healthy ageing overall (Yarnel & Qian, 2011). Thus suggesting a place for play in intergenerational practice and its activities.
Below is Figure 3., presenting eight instruments used to measure playfulness across the lifespan. This may come in handy in the future of your intergenerational career, however for now, have a look at the components presented to measure playfulness and have a think if you or an older adult you know would be considered playful.
Figure 3. Measuring playfulness. Source: Yarnal & Qian (2011).
Characteristics of participants
As we have discussed in previous modules, the characteristics of participants in intergenerational practice programs vary greatly with participants as young as 3 years old to 100+ years old. As such, one of the most exciting and challenging tasks involved as a facilitator of intergenerational programs is creating a space which facilitates the developmental and cognitive needs of all.
Have a look at the following images of the cognitive milestones for children during the first five years of life and then see the cognitive decline which happens over the years in older adults.
Can you see some similarities in early life and older ages?
Figure 4. Milestones in the development of children’s key competencies during the first five years. Source: Early Intervention Foundation (2018)
Cognitive decline is inevitable as we age, the extent to which it occurs and the rapidity of onset varies among individuals. There is much evidence that cognitive decline is neither uniform among people, nor is it uniform across the different cognitive functions of the brain. This inter-individual variability is likely caused by biological, psychological, health-related, environmental, and lifestyle factors and mechanisms.
In general, the symptoms of cognitive decline that are associated with aging include:
- Slower inductive reasoning and problem-solving
- Diminished spatial orientation
- Declines in perceptual speed
- Decreased numeric ability
- Losses in verbal memory
- Few changes in verbal ability
The graph below demonstrates how these functions decline with age. Note that there are almost no changes in verbal ability and they may even have improved with age. On the other hand, spatial orientation suffers a severe drop with age.
Figure 5. Cognitive changes with ageing Source: Hedden& Gabrieli (2004)
Have a closer look at this comprehensive evaluation of the existing evidence regarding the effectiveness of intergenerational engagement benefiting older adults’ cognitive, social and health outcomes.
In an Australian research project looking at what areas of the brain were being used during intergenerational sessions. It was found that a number of similar cognitive regions were used for both participant groups when undertaking the same activities. As the data is quite extensive, here are some of the key findings of the results and recommendations for developing programs which are conducive to all cognitive levels:
- Allow time to develop relationships
- Repetition and familiarity aids wellbeing
- Include elements of physical movement which are both not too taxing for elders or complicated for children
- Facilitators relationship with participants and attitude, enhance program results
- Numbers need to be large enough for participants to not be left out but small enough so they do not feel overwhelmed
- Both groups need support to form relationships, therefore facilitators need to encourage collaboration to help to maintain those relationships
- Elders may feel overwhelmed with too many children.
5. Planning activities suitable for all ages
To plan activities suitable for all age groups it is important to go back to the essential aspects and skills for facilitation. These include but are not limited to planning, observing with all your senses and making a space which is conducive to play for all ages.
Learning opportunities
Firstly, as noted above, identifying the characteristics of your participants is crucial to identify learning opportunities. Learning should be seen as integrated and interconnected throughout the program: demonstrating the clear links for both children and older adults. Identifying learning outcomes should not only be relevant to capabilities and resources but also to the local context and program aims.
Successful intergenerational programs focus on building self-esteem, developing relationships and fostering appropriate skills relevant to both participant groups, such as fine and gross motor development.
Wholistic activities and approaches to learning involve recognition of the interconnectedness between mind, body, and spirit. When this type of teaching is coupled with aspects of play and physical and social learning environments that value culture and the transfer of knowledge between generations, it is likely that both children and older adults will be responsive to the program.
As we have seen in this module; playful learning is not limited to only younger generations, therefore, as a facilitator you can draw on your new understanding of play and the role it has in learning. Playful learning experiences can offer ‘multimodal inputs’ that stimulate interconnected networks involved in learning.
See Table 3. on the characteristics of playful learning which can be applied to all ages.
Table 3. Characteristics of playful learning. Cartmel (2019)
The neurosequential model by Perry & Graner (2018) recommends six practices that support learning. As a facilitator, these can help you when planning and reflecting on intergenerational programs which take part in.
1. Does the activity allow for sensing, processing, storing, perceiving and acting? Is it relevant and age appropriate?
2. Does the activity include some repetition or creating of order and predictability in chaos? Is it repetitive or predictable?
3. Does the activity allow for patterned, repetitive, rhythmic stimulations?
4. Does the activity involve the limbic brain: stories, singing, arts, working with others? Is it relational, allowing for collective participation?
5. Does the activity influence creating something new, learnt?
6. Does the activity allow for socio-emotional effects? Is it rewarding, pleasurable, fun?
Physical and social environment
In order for all intergenerational program participants to get the most out of the experience, it is important for program leaders to provide a physical and social environment in which both children and older people can feel physically and emotionally safe and connected.
Therefore, considering the physical and social environments where the intergenerational program will take place is important to ensure participants get the most out of the experience and where both children and older people feel physically and emotionally safe and connected.
Children's voice
Besides the physical environment, equipment and social interactions, as a facilitator other key aspects to consider include; incorporating children’s voices in the design; planning, monitoring and evaluation process. This can be done by inviting children's perspectives using visual methods, such as photos or drawings; or asking questions such as:
• Tell me what you did with your older friends today?
• Have a look at the photos. Tell me what is happening?
• Tell me what you like doing/don’t like doing?
The child’s voice and their contribution should be sought throughout the program and at regular intervals to ensure facilitators and other staff members have the opportunity to gather feedback, plan for future activities, and build relationships between children and adults.
Guidelines
Establishing the principles and practices for programs → Using the Early Years Learning Framework (EYLF) facilitators can identify principles, practices and outcomes which are appropriate for both children and older adults and suitable for use in intergenerational programs.
Reflecting on the National Quality Standard → When exploring or planning an intergenerational program, it is useful for facilitators to reflect on the National Quality Standard (NQS) as these standards set the benchmark for sustainable initiatives within early childhood.
Professional learning for all members of the team → As a facilitator of an intergenerational program, you will often be looked at as a leader. You will not only be engaging with participants but also most likely require the assistance and work with early childhood educators, aged-care services and parents. It is therefore important that you take the time to orientate yourself and others with activities and resources. This can be done through briefing sessions, introductory activities which facilitate connections and by providing a safe space to discuss and answer any questions.
Setting up health and safety guidelines → Making sure your sessions are physically and socially safe is important as you wouldn't want anyone getting hurt, sick or feeling uncomfortable or discriminated against. Prior to sessions a facilitator can conduct a safety check and risk assessment of the location and also establish rules or protocols regarding health.
Examples of safety checks include looking to see if the location has wheelchair access, if the furniture is suitable for all ages, and if the location is a falls risk environment. Examples of health checks include checking the temperature of participants, implementing hygiene and food safety plans, and ensuring participants sign an acknowledgement form that they are well before the commencement of the program.
To finish up, let's watch a fun conversation between a young child and a 101-year-old. Click here to view.
Warning - this video may contain images of people who are deceased
At the end of the course, please submit your final reflections to [email protected]. Upon receipt, we will issue your certificate of completion and electronic badge.
References
Ainsworth, M. D. S., & Bell, S. M. (1970). Attachment, exploration, and separation: Illustrated by the behavior of one-year-olds in a strange situation. Child Development, 41, 49-67.
Bowlby J. (1969) Attachment: Attachment and Loss. Volume 1. Hogarth Press
Cartmel, J., Radford, K., Dawson, C., Fitzgerald, A., & Vecchio, N. (2018). Developing an Evidenced Based Intergenerational Pedagogy in Australia. Journal of Intergenerational Relationships, 16(1-2), 64-85. https://doi.org/10.1080/15350770.2018.1404412
Gray, P. (2013). Definitions of Play. Scholarpedia, 8, 30578. https://doi.org/10.4249/scholarpedia.30578
Hedden, T., & Gabrieli, J. D. E. (2004). Insights into the ageing mind: a view from cognitive neuroscience. Nature Reviews Neuroscience, 5(2), 87-96. https://doi.org/10.1038/nrn1323
Krzeczkowska, A., Spalding, D. M., McGeown, W. J., Gow, A. J., Carlson, M. C., & Nicholls, L. A. B. (2021). A systematic review of the impacts of intergenerational engagement on older adults’ cognitive, social, and health outcomes. Ageing Research Reviews, 71, 101400. https://doi.org/https://doi.org/10.1016/j.arr.2021.101400
Lester, S., & Russell, W. (2008). Play for a Change. Play Policy & Practice: A Review of Contemporary Perspectives.
Liu, C., Solis, S. L., Jensen, H., Hopkins, E., Neale, D., Zosh, J., Hirsh-Pasek, K., & Whitebread, D. (2017). Neuroscience and learning through play: a review of the evidence. The Lego Foundation, Dinamarca.
Stanley, M., Allen, P., Tunks, T.-A., Davenport, M., & Cartmel, J. (2022). Ageless play: Sustaining intergenerational playgroup programmes. Journal of Early Childhood Research, 20(3), 370-382. https://doi.org/10.1177/1476718x211059662
Paya, A., & Bantulà, J. (2021). Children's Right to Play and Its Implementation: A Comparative, International Perspective. Journal of New Approaches in Educational Research, 10, 279-294. https://doi.org/10.7821/naer.2021.7.665
Perry, B. D. (2019). The neurosequential model: A developmentally sensitive, neuroscience-informed clinical approach to problem-solving. In M. H. Teicher, O. Munkbaatar, A. N. Schore, K. Gatwiri, B. D. Perry, G. Kickett, ... & M. C. A. Malchiodi (Eds.), The handbook of therapeutic care for children: Evidence-informed approaches to working with traumatized children and adolescents in foster, kinship and adoptive care (Chapter 6, pp. 137-153). Jessica Kingsley Publishers.
Perry, B., & Graner, S. (2018). The Neurosequential Model in Education: Introduction to the NME Series: Trainer's Guide (NME Training Guide)
Yarnal, C., & Qian, X. (2011). Older-Adult Playfulness: An Innovative Construct and Measurement for Healthy Aging Research. American Journal of Play, 4, 52-79.
