“It’s a Win-Win Situation” – Intergenerational Learning in Preschool and Elder Care Settings: An Irish Perspective

ABSTRACT

This paper explores the level and sustainability of intergenerational practice in early years and elder care settings in Ireland. The paper is based on a small-scale research study involving interviews with staff in five organizations and builds on findings from previous research conducted for the TOY project (http://www.toyproject.net). The paper examines the pedagogies involved as well as the community context of intergenerational practice in early years and elder care settings. The findings highlight that sustainable intergenerational practice is facilitated by strong pedagogies that support active and relational learning across the life course and by being embedded in robust community networks.

KEYWORDS:

• Intergenerational practice
• early years education
• elder care
• pedagogy
• sustainability

References

Notes

1. Three other perspectives outlined by Kuehne and Melville were considered; relational theory and IG communication theory were believed to relate more to individual therapeutic change, which was not our primary focus. We also saw value in empowerment theory; however, this seemed more appropriate to IG work involving young adults.

2. University of the Third Age (U3A) refers to an educational movement based on peer learning established in France and Spain in the 1970s. U3As are learning cooperatives of older people run entirely by volunteers and are based on love of learning rather than formal accreditation (http://www.u3a.org.uk/u3a-movement.html).

3. Laslett’s (1996) distinction between a new life course stage “the third age” – a period of personal development and contribution to society – and a fourth age characterized by decline and decrepitude can be criticized for marginalizing people in the oldest-old age group and people who are frail and in need of care supports (Gallagher, 2008).

4. A sixth participant (Fiona) who had additional knowledge of community connections was also interviewed at the request of the manager in the residential center.

5. ‘Trauma Teddies is described as a case study in the TOY project (http://www.toyproject.net).

6“. The way we were” is described as a case study in the TOY project (http://www.toyproject.net).

7. Failte Isteach is a volunteer-run English-language conversational program for immigrants into Ireland.

8. UN Office of the High Commissioner on Human Rights (OHCHR), UN Principles for Older Persons, 1991.

9. Transition Year is a year in second-level school between the Junior Certificate cycle and the Leaving Certificate cycle, which is nonacademic and designed for learning outside the examination system.