Virtual Intergenerational Playgroups: Evaluating a Pilot Program

Figures & data

Table 1. Table detailing method of data collection in relation to overall and specific research aims, and how many were completed by each stakeholder group.

Overall research aim	Specific aim	Method of data collection	Invited stakeholders	Total data count
To capture key stakeholder experiences and perspectives on the perceived benefits of attending the virtual playgroup.	a) To understand the rationale for and expectations of participation.	Initial survey	Parents	n = 6
			MHPs	n = 6
			Older people	n = 5
	b) To capture the experiences of playgroup involvement once the program had commenced.	Detailed survey	Parents	n = 3
			MHPs	n = 2
	c) To explicate playgroup structure and participants’ experiences	Video recordings	Whole group synchronous activities (not breakout rooms)	360 min
(2) To gain insight into the process of establishing IGPs.	a) To draw out perceptions on strengths and weaknesses of the program in relation to design and content.	Interview	Parents	n = 3
			Aged-care facility	n = 2
			Technology organisation^$	n = 2

Note. ^$Conversations were held with technology partners, but permission was not granted to name the organization nor the individuals.

Figure 1. Flow of data points, data collection methods, and topic areas to inform findings.

Table 2. Table to show the general structure of the playgroups.

Episode	Description	Average duration (min)
Number recognition	Facilitator drew attention to the time, looking for a specific time when the playgroup was due to start.	4
Acknowledgement of Country	Rhyming Acknowledgement of Country with accompanying actions.	1
Hello song	The same song was sung every week with accompanying actions.	1
Discussion of SeeSaw posts	Reflecting on the week past.	10
Songs or stories	Children’s nursery rhymes, songs and/or stories were sang/read out, some with accompanying actions.	5
Breakout rooms	Members divided into smaller groups to discuss the theme of the week or take part in an activity.	10
Songs or stories	Children’s nursery rhymes, songs and/or stories were sang/read out, some with accompanying actions.	10
Reminders for next week’s playgroup	Reminders given to engage with SeeSaw and to prepare for the theme of the following week’s playgroup.	1
Goodbye song	The same song was sung every week with accompanying actions.	1

Note: All episodes were led by the facilitator who was a trained early childhood educator.

Table 3. Ways to Wellbeing and opportunities for digital interaction.

Way to Wellbeing	Digital interaction
Connecting	Opportunity to connect people from within their natural setting (i.e., family homes, aged-care facility) without the complications of travel (especially during COVID-19 restrictions).
	Affordances of tablet technologies include: audio (such as enhanced volume and subtitles); camera functions that enable images to be easily captured and clearly displayed (including photographs and other artefacts); and portability that enables sharing of familiar spaces (including gardens, living room) enabling sharing of potential common spaces/experiences.
	Teleconferencing software (such as WebEx) enables real time synchronous interactions, scheduling time in smaller ‘break-out rooms’ can facilitate more personal interactions to build relationships.
	Asynchronous platforms (such as Seesaw) enable engagement outside the IGP sessions to enable participants to view, share, reflect and respond to each other.
Being active	Scheduled playgroup sessions provide regular structured activity for the participants.
	Virtual playgroup sessions in place of residence reduce anxiety associated with travel to the playgroup while also providing a social outlet.
	Opportunity to reconnect with playgroup activities and members through asynchronous resources (for example, printed materials, Seesaw postings, photographs and screen captures) serves as a reminder of the relationships and feelings generated through the playgroup experience.
Taking notice	Tablet technologies enable visual, audio, and textual information to be easily shared among participants, enabling connection with others shaped by new sights, sounds and experiences.
	Videoconferencing and synchronous interactions require self-understanding and self-regulation by being present to each other at that time, sharing insights, turn-taking, being mindful of gestures, thoughts and emotions.
	Smaller numbers of participants and break-out facilities enable more intimate exchanges.
Continuing to learn	The virtual nature of the playgroups requires learning new skills and knowledge as participants have access to and learn about technology and use these skills to engage in a new experience.
	Expert facilitation (representative of both Early Childhood, technology and aged-care) enables opportunities for inclusive and shared learning.
	Authentic audiences and contexts into the interaction as technology enables actual connection with participants and experts.
	Different apps and web resources can bring new understandings and experiences to participants (for example, augmented reality technology).
Giving	Joining and participating in a playgroup provides opportunities for individuals to give to others – spending time, sharing experiences, sharing of self.
	Identifying individual and shared goals for playgroup sessions can increase individual satisfaction of the experience.
	Technology resources can provide new knowledge in multimodal ways.