Intergenerational learning as a pedagogical strategy in early childhood education services: perspectives from an Irish study.
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| Title: | Intergenerational learning as a pedagogical strategy in early childhood education services: perspectives from an Irish study. |
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| Authors: | Fitzpatrick, Anne1 Anne.fitzpatrick@tudublin.ie, Marie Halpenny, Ann1 |
| Source: | European Early Childhood Education Research Journal. Aug2023, Vol. 31 Issue 4, p512-528. 17p. 1 Chart, 1 Graph. |
| Subject Terms: | *Early childhood education, *Intentional learning, *Education, *Sociocultural theory, *Transformative learning |
| Abstract: | This study investigated the concept, role and potential of intergenerational learning (IGL) as a pedagogical strategy in five Irish early childhood education (ECE) services, through exploring the perspectives on IGL of educators (5), children (70) and their parents (43). Informed by socio-cultural theories of learning and aligned to key principles of IGL, a qualitative methodological approach was adopted. Data was gathered using semi-structured interviews with educators, 'draw and talk' strategies with children and informal written feedback with parents. Key findings demonstrated that children's happiness, socio-emotional competences and executive functions, all key elements of successful learning and living, were strongly supported through IGL, reinforcing its potential as a relational pedagogy (Papatheodorou, T., and J. Moyles. 2009. Learning Together in the Early Years: Exploring Relational Pedagogy. London: Routledge.). Additionally, IGL created rich opportunities for children's participation and contribution as citizens in communities, underscoring the potential of IGL as a strong and transformative pedagogical strategy (Sánchez, M., J. Sáez, P. Díaz, and M. Campillo. 2018. "Intergenerational Education in Spanish Primary Schools: Making the Policy Case." Journal of Intergenerational Relationships 16 (1-2): 166–183.) for Irish ECE services. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study investigated the concept, role and potential of intergenerational learning (IGL) as a pedagogical strategy in five Irish early childhood education (ECE) services, through exploring the perspectives on IGL of educators (5), children (70) and their parents (43). Informed by socio-cultural theories of learning and aligned to key principles of IGL, a qualitative methodological approach was adopted. Data was gathered using semi-structured interviews with educators, 'draw and talk' strategies with children and informal written feedback with parents. Key findings demonstrated that children's happiness, socio-emotional competences and executive functions, all key elements of successful learning and living, were strongly supported through IGL, reinforcing its potential as a relational pedagogy (Papatheodorou, T., and J. Moyles. 2009. Learning Together in the Early Years: Exploring Relational Pedagogy. London: Routledge.). Additionally, IGL created rich opportunities for children's participation and contribution as citizens in communities, underscoring the potential of IGL as a strong and transformative pedagogical strategy (Sánchez, M., J. Sáez, P. Díaz, and M. Campillo. 2018. "Intergenerational Education in Spanish Primary Schools: Making the Policy Case." Journal of Intergenerational Relationships 16 (1-2): 166–183.) for Irish ECE services. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1350293X |
| DOI: | 10.1080/1350293X.2022.2153259 |
