Consistent Interactions with Residents in Assisted Living Facilities Significantly Improved the Social and Emotional Competencies of 4 Year Olds

ABSTRACT

Social and emotional deficiencies in preschool classrooms is a growing concern and a consistent conversation among preschool teachers, caregivers, and parents of children. This study explored whether consistent interaction with residents in an assisted living facility would impact the social and emotional competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) of 4 year olds. Data collected from teacher interviews, observations of the children, and a pre-post-rating scale illuminated the positive impact of the intergenerational preschool on the five social and emotional competency skills of 4 year olds. Implications from these findings are examined with primary emphasis on practice.

KEYWORDS:

• Intergenerational programs
• intergenerational preschools
• social and emotional learning
• Bronfenbrenner ecological systems theory