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Case Study of Intergenerational Learning Courses Implemented in a Preschool: Perceptions of Young Children and Senior Citizens

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Title: Case Study of Intergenerational Learning Courses Implemented in a Preschool: Perceptions of Young Children and Senior Citizens
Language: English
Authors: Yi-Huang Shih
Source: Educational Gerontology. 2024 50(1):11-26.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Foreign Countries, Intergenerational Programs, Older Adults, Student Attitudes, Preschool Children, Preschool Education, Program Effectiveness, Caring, Interpersonal Relationship, Day Programs, Recreational Activities
Geographic Terms: Taiwan
DOI: 10.1080/03601277.2023.2216089
ISSN: 0360-1277
1521-0472
Abstract: Public awareness of health-related topics is increasing, and an increase in average life expectancy has increased the senior citizen population in Taiwan. Furthermore, because of the high cost of raising young children, people's willingness to give birth has decreased. Taiwan's aging population and declining birth rate are key challenges for its population development, and the promotion of interactions between young children and senior citizens is also a crucial topic for scholars. Therefore, intergenerational learning has been proposed, and several Taiwanese preschools have attempted to develop intergenerational learning courses. This study explored the perceptions of young children and senior citizens during the implementation of intergenerational learning courses in a preschool. The results revealed that the implementation of such courses allowed young children and senior citizens to influence each other's life experiences and develop positive feelings. The interactions also promoted their psychological well-being. Through this study, we clarified the effectiveness of intergenerational learning courses. Finally, we proposed that intergenerational learning courses with the themes of 'caring' and 'love' should be developed and integrated into intergenerational learning courses.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1406906
Database: ERIC
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  Value: <anid>AN0174583251;egr01jan.24;2024Jan08.01:19;v2.2.500</anid> <title id="AN0174583251-1">Case study of intergenerational learning courses implemented in a preschool: perceptions of young children and senior citizens </title> <sbt id="AN0174583251-2">Introduction</sbt> <p>Public awareness of health-related topics is increasing, and an increase in average life expectancy has increased the senior citizen population in Taiwan. Furthermore, because of the high cost of raising young children, people's willingness to give birth has decreased. Taiwan's aging population and declining birth rate are key challenges for its population development, and the promotion of interactions between young children and senior citizens is also a crucial topic for scholars. Therefore, intergenerational learning has been proposed, and several Taiwanese preschools have attempted to develop intergenerational learning courses. This study explored the perceptions of young children and senior citizens during the implementation of intergenerational learning courses in a preschool. The results revealed that the implementation of such courses allowed young children and senior citizens to influence each other's life experiences and develop positive feelings. The interactions also promoted their psychological well-being. Through this study, we clarified the effectiveness of intergenerational learning courses. Finally, we proposed that intergenerational learning courses with the themes of 'caring' and 'love' should be developed and integrated into intergenerational learning courses.</p> <p>Intergenerational learning is the interactions between multiple generations that involve learning, and the sharing of life experiences. This form of learning changes the original cognition and attitudes of participants; it focuses on activities in which multiple generations assist each other to complete learning tasks and allows participants to progress together (Boström & Schmidt-Hertha, [<reflink idref="bib7" id="ref1">7</reflink>]; McAlister et al., [<reflink idref="bib34" id="ref2">34</reflink>]).</p> <p>In fact, solving the human resource shortage and maximizing the efficiency of human resource utilization are challenges that must be urgently addressed to ensure Taiwan's future. Intergenerational learning can benefit both young children and senior citizens because senior citizens can share their rich life experiences with young children and draw vitality from young children through intergenerational learning activities. Therefore, several countries have improved their aging education in preschools and increased the utilization of senior citizens human resources (Li, [<reflink idref="bib31" id="ref3">31</reflink>]; Taipei City Government, [<reflink idref="bib44" id="ref4">44</reflink>]). For example, senior citizens and young children can participate in mutual exchanges in which young children can teach senior citizens about the use of technological products and modern transportation. Young children can learn how to get along with senior citizens. Moreover, they can learn from the wisdom and cultural values of senior citizens, such as the importance of not wasting food and helping others. During mutual interactions between young children and senior citizens, their cognitions and attitudes in relation to each other tend to be positive, and changes occur in their life experiences. For example, a young lady in Taiwan was concerned about her old mother, who was old and had dementia; thus, she often brought her son to visit and accompany her mother, which gave her son opportunities to interact with his old grandmother. Therefore, the aforementioned interactions provide mothers with dementia with more opportunities to speak and think, enrich the interactive life experiences of mothers and their sons, and slow down the disease progression of mothers who are affected by dementia (N. J. Chen, [<reflink idref="bib11" id="ref5">11</reflink>]; Hong & Yao, [<reflink idref="bib22" id="ref6">22</reflink>]). Studies (Chao, [<reflink idref="bib9" id="ref7">9</reflink>]; Y. Z. Chen, [<reflink idref="bib13" id="ref8">13</reflink>]; Chaung [<reflink idref="bib10" id="ref9">10</reflink>]) on intergenerational learning have been conducted in Taiwan.</p> <p>Given the aforementioned findings, the present study explored the perceptions of young children and senior citizens during the implementation of intergenerational learning courses in a preschool to elucidate the changes in their cognition and attitudes. The researchers of the present study also provided several suggestions regarding the implementation of intergenerational learning courses.</p> <hd id="AN0174583251-3">Conceptualization of intergenerational learning</hd> <p></p> <hd id="AN0174583251-4">Origin of intergenerational learning</hd> <p>Intergenerational learning was formally and systematically introduced, and with the rapid development of world's economy and the advances in science and technology in recent years, lifelong learning has become an increasingly crucial topic. Relatedly, the key role of intergenerational learning in a society is expanding. In the United States, the concept of intergenerational learning emerged in the 1950s and 1960s after the Second World War. The development of intergenerational learning caused people to think about the rights of senior citizens and the public's demand for the education of young people, which led to the development of intergenerational learning. In the 1980s, the older population increased dramatically, and intergenerational learning provided opportunities for senior citizens to participate in society again and interact with younger generations; therefore, intergenerational learning received increased attention from society (McAlister et al., [<reflink idref="bib34" id="ref10">34</reflink>]; UNESCO, [<reflink idref="bib46" id="ref11">46</reflink>]; P. H. Wang & Yang, [<reflink idref="bib48" id="ref12">48</reflink>]).</p> <p>Intergenerational learning originated in the United States. John Fitzgerald Kennedy proposed the establishment of the National Services Corps to serve two generations. Although his proposal was not approved by the United States Congress, it laid the foundation for the emergence of intergenerational learning. In 1965, the Foster Grandparent Program was established; this programme is regarded as the formal introduction of intergenerational learning, which popularized intergenerational learning activities in the United States (McAlister et al., [<reflink idref="bib34" id="ref13">34</reflink>]; P. H. Wang & Yang, [<reflink idref="bib48" id="ref14">48</reflink>]). In 2020, to help senior citizens cope with loneliness during COVID-19, a new intergenerational program, Big and Mini, was created in April 2020 (Xu et al., [<reflink idref="bib49" id="ref15">49</reflink>]).</p> <p>In Japan, where the aging trend is particularly pronounced, the central and local governments and social welfare associations and organizations for senior citizens have been promoting various intergenerational programmes since the 1980s; these programmes comprise two types of learning and social participation programmes. In the Netherlands, several intergenerational programmes have been implemented since the 1970s. These programmes mostly regard senior citizens as individuals who require care. The concept of emancipatory intergenerational learning has also been expanding (P. H. Wang & Yang, [<reflink idref="bib48" id="ref16">48</reflink>]).</p> <p>For the development of intergenerational learning, Promoting Intergenerational Learning Policies, Research and Networking is perhaps the most influential work that was published. The aforementioned work is essentially an evaluation of previous research on intergenerational learning. The problems that affect younger and senior citizens are key challenges that must be addressed in a timely manner. In light of the problem of population structural change in Taiwan, which is a major challenge, intergenerational learning should be actively researched and promoted (Corrigan et al., [<reflink idref="bib15" id="ref17">15</reflink>]; Taipei City Government, [<reflink idref="bib44" id="ref18">44</reflink>]).</p> <hd id="AN0174583251-5">Meaning of intergenerational learning</hd> <p>There is a growing interest in intergenerational connection through intergenerational programs, and those engaging youth and older adults of nonadjacent generations in shared programming for mutual development (Jarrott et al., [<reflink idref="bib28" id="ref19">28</reflink>]; Martins et al., [<reflink idref="bib33" id="ref20">33</reflink>]).</p> <p>Intergenerational learning is increasingly becoming a key component of the educational agenda. Thousands of initiatives (i.e., intergenerational learning programs and practices) are being implemented worldwide to create opportunities for multiple generations to learn together (Sánchez et al., [<reflink idref="bib42" id="ref21">42</reflink>]).</p> <p>In the mid-1960s, Hutchins attempted to forecast the future of education. In regard to education, he proposed the formation of a learning society that requires individuals to make rapid changes and have more free time. Hutchins compared this future vision for individuals with that of citizens in ancient Athens, where education was regarded as a societal objective and conducted to cultivate the minds and characters of people during their leisure time. Intergenerational learning is an integral aspect of lifelong learning (Boström, [<reflink idref="bib6" id="ref22">6</reflink>]; Hutchins, [<reflink idref="bib23" id="ref23">23</reflink>]; Kaplan et al., [<reflink idref="bib29" id="ref24">29</reflink>]; Newman & Smith, [<reflink idref="bib38" id="ref25">38</reflink>]).</p> <p>Scholars have argued that a new intergenerational theory of human development should be developed to account for the roles of increasing lifespans, contemporary societal values, and environmental variables in shaping behaviors (Vanderven, [<reflink idref="bib47" id="ref26">47</reflink>]). The theories of intergenerational learning are based on the theories developed by Maria Montessori, John Dewey, Lev Vygotsky, and Erik Erikson. They encompass the theoretical knowledge of early childhood development; the physical, social, and emotional needs of senior citizens; retreat theory, activity theory, and adaptation theory; and the development theory of senior citizens that involves the implementation of life reviews (Y. C. Chen, [<reflink idref="bib12" id="ref27">12</reflink>]; Kuehne, [<reflink idref="bib30" id="ref28">30</reflink>]; Newman & Smith, [<reflink idref="bib38" id="ref29">38</reflink>]).</p> <p>Finally, intergenerational learning is an intervention that enhances the positive functioning and well-being of senior citizens. It is the ideal investment for a government because it promotes the psychological well-being of senior citizens (McAlister et al., [<reflink idref="bib34" id="ref30">34</reflink>]).</p> <p>Intergenerational learning is based on positive aging theories and positive psychology – related research and interventions. Well-being is extensively researched in gerontology. Well-being encompasses not only freedom from illness but also the capacity to develop and grow, which enables older adults to overcome difficulties and achieve life objectives. Well-being is a state of being comfortable, healthy, and happy (Bar-Tur, [<reflink idref="bib3" id="ref31">3</reflink>]; Clarabut, [<reflink idref="bib14" id="ref32">14</reflink>]; Padeiro et al., [<reflink idref="bib40" id="ref33">40</reflink>]). To promote well-being, mental health (mind) and physical health (body) should be integrated such that holistic models for disease prevention and health promotion can be developed (Centers for Disease Control and Prevention, [<reflink idref="bib8" id="ref34">8</reflink>]).</p> <p>In addition, the incorporation of intergenerational relationships into lifelong learning is a form of integration that can expand both lifelong learning and intergenerational learning (Boström & Schmidt-Hertha, [<reflink idref="bib7" id="ref35">7</reflink>]), and there is a growing interest among senior housing providers in intergenerational programming as a vehicle for connecting residents to the broader community, enhancing well-being for both youth and older adults (Henkin et al., [<reflink idref="bib21" id="ref36">21</reflink>]).</p> <hd id="AN0174583251-6">Curriculum of intergenerational learning</hd> <p>Intergenerational programs target diverse youth, elder and community needs with creative practices and considerable success (Jarrott, [<reflink idref="bib25" id="ref37">25</reflink>]), and those with stakeholder support that promotes equal group status, and mechanisms of friendship among participants can achieve important objectives for participants (Jarrott & Smith, [<reflink idref="bib26" id="ref38">26</reflink>]). Intergenerational program outcomes are best understood when interpreted through a theory-research-practice framework. Theory and evidence informing an intergenerational learning model developed (Jarrott et al., [<reflink idref="bib27" id="ref39">27</reflink>]). Intergenerational learning brings together people of all ages in a mutually beneficial learning arrangement (Mishkin, [<reflink idref="bib35" id="ref40">35</reflink>]). A mutually beneficial outcome that was identified was relationship building between different generations (Gerritzen et al., [<reflink idref="bib19" id="ref41">19</reflink>]).</p> <p>For the curriculum design of intergenerational learning courses, Ames and Youatt ([<reflink idref="bib1" id="ref42">1</reflink>]) proposed that suitable models should comprise implementation targets, course topic categories, and course evaluation criteria. A mode is defined as follows.</p> <hd id="AN0174583251-7">Objects of implementation</hd> <p>The implementation targets are divided into three levels, namely the young generation, middle-aged generation, and family and older generations (Ames & Youatt, [<reflink idref="bib1" id="ref43">1</reflink>]).</p> <hd id="AN0174583251-8">Subject categories of intergenerational learning</hd> <p>The subject categories of intergenerational learning can be divided into five categories, namely leisure and entertainment, education, public service, health promotion, and personal development (Ames & Youatt, [<reflink idref="bib1" id="ref44">1</reflink>]).</p> <hd id="AN0174583251-9">Criteria for evaluating courses</hd> <p></p> <hd id="AN0174583251-10">Selection of themes that align with purpose of intergenerational learning</hd> <p>A theme that aligns with the purpose of implementing intergenerational learning must be selected (Ames & Youatt, [<reflink idref="bib1" id="ref45">1</reflink>]).</p> <hd id="AN0174583251-11">Identification of suitable courses</hd> <p>After the theme is selected, the relevant courses that are suitable for the theme are identified and implemented to allow for student interaction (Ames & Youatt, [<reflink idref="bib1" id="ref46">1</reflink>]).</p> <hd id="AN0174583251-12">Consideration of ability and interest of participants</hd> <p>During the design of courses, the abilities of participants must be considered. If participants have inadequate abilities, their self-confidence and motivation will be affected. The selection of courses that are of interest to participants can also increase their willingness to participate in a course (Ames & Youatt, [<reflink idref="bib1" id="ref47">1</reflink>]).</p> <hd id="AN0174583251-13">Consideration of practical factors</hd> <p>The implementation of a course should take actual factors into consideration, and timely adjustments should be made to facilitate course or activity implementation and allow participants to obtain the greatest benefits (Ames & Youatt, [<reflink idref="bib1" id="ref48">1</reflink>]).</p> <hd id="AN0174583251-14">Research design</hd> <p></p> <hd id="AN0174583251-15">Case study</hd> <p>This study was a case study, a research methodology commonly that is applied in education research and focusses on understanding the dynamics of a specific setting. A case study can explore single or multiple cases and apply multiple levels of analysis. In an exploratory case study, various techniques are applied to obtain an accurate and in-depth understanding of a specific problem and to identify a solution. The studied unit may be an individual, family, organization, group, community, region, or country. The success of a case study is mostly dependent on the researcher's humility, perception, insight, and integrative abilities. The data-gathering techniques used by researchers include record collection, interviews, and observation; interviews and observation are commonly used in education research. The present study conducted semistructured interviews and observation to collect research data (Bayeck, [<reflink idref="bib4" id="ref49">4</reflink>]; Eisenhardt, [<reflink idref="bib16" id="ref50">16</reflink>]; George & Bennett, [<reflink idref="bib18" id="ref51">18</reflink>]; Stake, [<reflink idref="bib43" id="ref52">43</reflink>]; Yin, [<reflink idref="bib50" id="ref53">50</reflink>]).</p> <p>An outline of the interviews was first prepared for research purposes. In open and semistructured interviews, interviewees share their most genuine feelings and perceptions. The researchers collected research data on intergenerational learning, and observations were made to obtain a comprehensive and holistic understanding of the conditions under which intergenerational learning is implemented at the case preschool. Subsequently, we interpreted the meaning of the development experience contexts of the observed intergenerational learning course.</p> <hd id="AN0174583251-16">Case preschool</hd> <p>The case preschool is based in Chiayi City, which is located in the southern region of Taiwan. Since its establishment in 2016, the preschool has been promoting intergenerational learning courses. In its nonfixed curriculum, festival-themed activities are implemented, and visits to an adult day care center located near it are conducted, which enables preschool children and senior citizens to establish suitable interactive relationships. In 2018, the preschool's intergenerational learning activities were converted into a fixed curriculum, and thematic activities were incorporated into monthly courses.</p> <hd id="AN0174583251-17">Data collection</hd> <p></p> <hd id="AN0174583251-18">Interviewees</hd> <p>Tables 1–4 present the demographic information on the preschool's principal, two practitioners, seven senior citizens, and seven young children.</p> <p>Table 1. Coordinator of intergenerational learning program: preschool principal.</p> <p> <ephtml> <table><thead><tr><td>Sex</td><td>Age</td><td>Education level</td><td>Work experience</td></tr></thead><tbody><tr><td>Female</td><td>48 years</td><td>Bachelor of Early Childhood Education</td><td>Preschool education experience: 28 years Experience as a preschool principal: 10 years.</td></tr></tbody></table> </ephtml> </p> <p>1 (Source: Principal).</p> <p>Table 2. Intergenerational learning practitioners: preschool teacher and social worker at the day care center.</p> <p> <ephtml> <table><thead><tr><td>Job title</td><td>Sex</td><td>Age</td><td>Education level</td><td>Work experience</td></tr></thead><tbody><tr><td>Preschool teacher</td><td>Female</td><td>40 years</td><td>Bachelor of Early Childhood Education</td><td>Early childhood education experience: 10 years</td></tr><tr><td>Social worker at day care center</td><td>Female</td><td>35 years</td><td>Bachelor of Early Childhood Education</td><td>Social work experience: 8 years</td></tr></tbody></table> </ephtml> </p> <p>2 (Source: Interviewees).</p> <p>Table 3. Intergenerational learning participants: senior citizens.</p> <p> <ephtml> <table><thead><tr><td>Title</td><td>Sex</td><td>Age</td><td>Education level</td><td>Living situation</td></tr></thead><tbody><tr><td>Senior citizen 1</td><td>Female</td><td>80 years</td><td>Never engaged in any formal schooling</td><td>Living with husband</td></tr><tr><td>Senior citizen 2</td><td>Female</td><td>78 years</td><td>Never engaged in any formal schooling</td><td>Living with one adult grandson</td></tr><tr><td>Senior citizen 3</td><td>Male</td><td>83 years</td><td>Never engaged in any formal schooling</td><td>Living with son, daughter-in-law, and two grandchildren</td></tr><tr><td>Senior citizen 4</td><td>Male</td><td>79 years</td><td>Elementary school</td><td>Living alone</td></tr><tr><td>Senior citizen 5</td><td>Female</td><td>84 years</td><td>Never engaged in any formal schooling</td><td>Living with husband</td></tr><tr><td>Senior citizen 6</td><td>Male</td><td>81 years</td><td>Never engaged in any formal schooling</td><td>Living with wife and son</td></tr><tr><td>Senior citizen 7</td><td>Female</td><td>78 years</td><td>Never engaged in any formal schooling</td><td>Living alone</td></tr></tbody></table> </ephtml> </p> <p>3 (Source: Interviewees).</p> <p>Table 4. Intergenerational learning participants: young children.</p> <p> <ephtml> <table><thead><tr><td>Title</td><td>Sex</td><td>Age</td><td>Education level</td><td>Living situation</td></tr></thead><tbody><tr><td>Young child 1</td><td>Male</td><td>6 years</td><td>Preschool</td><td>Living with parents(only child)</td></tr><tr><td>Young child 2</td><td>Male</td><td>5 years</td><td>Preschool</td><td>Living with parents(only child)</td></tr><tr><td>Young child 3</td><td>Female</td><td>5 years</td><td>Preschool</td><td>Living with parents and a brother</td></tr><tr><td>Young child 4</td><td>Female</td><td>5 years</td><td>Preschool</td><td>Living with grandparents, parents, and a brother</td></tr><tr><td>Young child 5</td><td>Male</td><td>5 years</td><td>Preschool</td><td>Living with parents and a sister</td></tr><tr><td>Young child 6</td><td>Female</td><td>5 years</td><td>Preschool</td><td>Living with parents and two brothers</td></tr><tr><td>Young child 7</td><td>Female</td><td>5 years</td><td>Preschool</td><td>Living with parents</td></tr></tbody></table> </ephtml> </p> <p>4 (Source: Interviewees' parents).</p> <p>Each interview code corresponds to a specific interviewee and the date on which they were interviewed. For example, 'Coordinator interview, A20190612' corresponds to the interview with the preschool principal, which was conducted on June 12, 2019. 'Practitioner interview, A20190520' corresponds to the interview with the preschool teacher, which was conducted on May 20, 2019. 'Senior citizen interview 1, A20190520' corresponds to the interview with senior citizen 1, which was conducted on May 20, 2019.</p> <hd id="AN0174583251-19">Observations</hd> <p>Tables 5 and 6 present the information of the 11 senior citizens and 15 young children, respectively, who were observed.</p> <p>Table 5. Intergenerational learning participants: senior citizens.</p> <p> <ephtml> <table><thead><tr><td>Title</td><td>Sex</td><td>Age</td><td>Education level</td><td>Living situation</td></tr></thead><tbody><tr><td>Senior citizen 1</td><td>Female</td><td>80 years</td><td>Never engaged in any formal schooling</td><td>Living with husband</td></tr><tr><td>Senior citizen 2</td><td>Female</td><td>78 years</td><td>Never engaged in any formal schooling</td><td>Living with one adult grandson</td></tr><tr><td>Senior citizen 3</td><td>Male</td><td>83 years</td><td>Never engaged in any formal schooling</td><td>Living with a son, daughter-in-law, and two grandchildren</td></tr><tr><td>Senior citizen 4</td><td>Male</td><td>79years</td><td>Elementary school</td><td>Living alone</td></tr><tr><td>Senior citizen 5</td><td>Female</td><td>84 years</td><td>Never engaged in any formal schooling</td><td>Living with husband</td></tr><tr><td>Senior citizen 6</td><td>Male</td><td>81 years</td><td>Never engaged in any formal schooling</td><td>Living with wife and a son</td></tr><tr><td>Senior citizen 7</td><td>Female</td><td>78 years</td><td>Never engaged in any formal schooling</td><td>Living alone</td></tr><tr><td>Senior citizen 8</td><td>Female</td><td>78 years</td><td>Elementary school</td><td>Living with husband and a son</td></tr><tr><td>Senior citizen 9</td><td>Male</td><td>79 years</td><td>Elementary school</td><td>Living with one adult grandson</td></tr><tr><td>Senior citizen 10</td><td>Female</td><td>76 years</td><td>Never engaged in any formal schooling</td><td>Living with husband</td></tr><tr><td>Senior citizen 11</td><td>Female</td><td>77 years</td><td>Never engaged in any formal schooling</td><td>Living with one adult grandson</td></tr></tbody></table> </ephtml> </p> <p>5 (Source: Interviewees).</p> <p>Table 6. Intergenerational learning participants: young children.</p> <p> <ephtml> <table><thead><tr><td>Title</td><td>Sex</td><td>Age</td><td>Education level</td><td>Living situation</td></tr></thead><tbody><tr><td>Young child 1</td><td>Male</td><td>6 years</td><td>Preschool</td><td>Living with parents(only child)</td></tr><tr><td>Young child 2</td><td>Male</td><td>5 years</td><td>Preschool</td><td>Living with parents(only child)</td></tr><tr><td>Young child 3</td><td>Female</td><td>5 years</td><td>Preschool</td><td>Living with parents and a brother</td></tr><tr><td>Young child 4</td><td>Female</td><td>5 years</td><td>Preschool</td><td>Living with grandparents, parents, and a brother</td></tr><tr><td>Young child 5</td><td>Male</td><td>5 years</td><td>Preschool</td><td>Living with parents and a sister</td></tr><tr><td>Young child 6</td><td>Female</td><td>5 years</td><td>Preschool</td><td>Living with parents and two brothers</td></tr><tr><td>Young child 7</td><td>Female</td><td>5 years</td><td>Preschool</td><td>Living with parents</td></tr><tr><td>Young child 8</td><td>Male</td><td>5 years</td><td>Preschool</td><td>Living with grandparents</td></tr><tr><td>Young child 9</td><td>Male</td><td>5 years</td><td>Preschool</td><td>Living with parents and a sister</td></tr><tr><td>Young child 10</td><td>Female</td><td>3 years</td><td>Preschool</td><td>Living with parents</td></tr><tr><td>Young child 11</td><td>Male</td><td>3years</td><td>Preschool</td><td>Living with grandparents</td></tr><tr><td>Young child 12</td><td>Female</td><td>3 years</td><td>Preschool</td><td>Living with parents</td></tr><tr><td>Young child 13</td><td>Male</td><td>3 years</td><td>Preschool</td><td>Living with parents</td></tr><tr><td>Young child 14</td><td>Male</td><td>3 years</td><td>Preschool</td><td>Living with parents</td></tr><tr><td>Young child 15</td><td>Female</td><td>3 years</td><td>Preschool</td><td>Living with parents and a sister</td></tr></tbody></table> </ephtml> </p> <p>6 (Source: the researchers).</p> <p>Each code corresponds to a specific participant and the date on which the participant was observed. For example, 'Senior citizen observation 1, A20190520' corresponds to the observation of senior citizen 1, which was conducted on May 20, 2019. 'Student observation 1, A20190520' corresponds to the observation of student 1, which was conducted on May 20, 2019.</p> <hd id="AN0174583251-20">Research ethics</hd> <p>Before this study was conducted, a preschool principal, a preschool teacher, a social worker, several parents of young children, and several senior citizens were invited to participate in the research, which included interviews and observation; they provided consent for the researcher to photograph the research process and to use the photos for nonprofit academic research or publication purposes. They also consented to the audio recording of their interviews and the transcription of the recordings.</p> <hd id="AN0174583251-21">Implementing intergenerational learning courses for young children and senior citizen: health...</hd> <p></p> <hd id="AN0174583251-22">Course objectives</hd> <p>The course objectives were to encourage senior citizens and young children to participate in activities together and develop friendships, have the young children accompany the senior citizens during exercises, and enable them to live healthier and happier lives.</p> <hd id="AN0174583251-23">Itinerary</hd> <p></p> <p> <ephtml> <table><thead><tr><td>Time</td><td>Activity</td></tr></thead><tbody><tr><td><bold>Itinerary</bold></td></tr><tr><td>09:00 a.m.–09:30 a.m.</td><td>Pick-up</td></tr><tr><td>09:30 a.m.–10:10 a.m.</td><td>Super task: Teaching grandparents to dance</td></tr><tr><td>10:10 a.m.–10:30 a.m.</td><td>Break</td></tr><tr><td>10:30 a.m.–11:00 a.m.</td><td>Fun games Group A: Hockey Group B: Getting noodles</td></tr><tr><td>11:00 a.m.–11:20 a.m.</td><td>Clean-up</td></tr><tr><td>11:20 a.m.–11:30 a.m.</td><td>Taking pictures</td></tr><tr><td>11:30 a.m.–11:40 a.m.</td><td>Rhythm Time- Cup dance</td></tr><tr><td>11:40 a.m.</td><td>Saying goodbye</td></tr></tbody></table> </ephtml> </p> <p>7 (Source: the researchers).</p> <p>The activity, which involved young children and senior citizens, was conducted at an adult day care center. When researchers arrived at the adult day care center, they discovered that the activity space of the center was more spacious than that of the preschool. Therefore, the course was adapted to the available space (rather than that of preschool classrooms). However, all the senior citizens at the adult day care center were participants, and the number of participants was 26. The photos and descriptions of the intergenerational learning activities are provided as follows.</p> <hd id="AN0174583251-24">Intergenerational learning activities</hd> <p></p> <p> <ephtml> <table><thead><tr><td>Intergenerational learning activities</td></tr></thead><tbody><tr><td>1. Meeting 09:00 a.m.–09:30 a.m. At the beginning of this activity, when the shuttle bus carrying the young children arrived at the adult day care center, the senior citizens at the center enthusiastically welcomed them at the entrance of the center. The atmospherewas positive, which marked a suitable start for the activity.</td></tr><tr><td>2. Super task: Teaching grandparents to dance 09:30 a.m.–10:10 a.m. At the beginning of the activity, young children invited senior citizens to dance together. Because of the large number of participants, assistance from preschool teachers and social workers was required. The senior citizens exhibited some shyness when they were dancing. However, through the interactive exercises with the young children, the senior citizens became increasingly engaged in the activity. Finally, everyone completed the dance, and the senior citizens and young children did a warm-up exercise routine happily. The atmosphere at the activity site was harmonious.</td></tr><tr><td>3. Fun game: Getting noodles 10:30 a.m.–11:00 a.m. During the noodle game activity, the researchers realized that the activity was being conducted in a somewhat disorderly manner. This phenomenon was caused by the high participant-to-assistant ratio. During the game, the young children were difficult to control, and were unclear about the rules of the game. However, the researchers observed that they participated in the activity were enjoyed it.</td></tr><tr><td> 4. Fun game: Hockey 10:30 a.m.–11:00 a.m. During the hockey game, young children and senior citizens did not know which goal they were supposed to aim for, which delayed the progress of the activity. Ultimately, the super winner's game could not be played because of lack of time. The researchers discovered that they had fun, and the atmosphere during the competitive event was a joyful one.</td></tr><tr><td>5. Taking pictures 11:20 a.m.–11:30 a.m. After the activity, they engaged in happy and harmonious interactions. Everyone felt that the course was excellent.</td></tr><tr><td>6. Mealtime 12:00 p.m.–1:30 p.m. After the activity, they ate together happily and could enhance their relationship. The researchers observed a genial atmosphere during mealtime. The senior citizens took care of young children and encouraged them to eat more. Several senior citizens also gave their chicken drumsticks to young children. The senior citizens were afraid that tyoung children were not eating enough, and they would help young children to serve meals, select vegetables, and serve soup. Several senior citizens also fed young children.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0174583251-25">Perceptions of young children and senior citizens</hd> <p>This section is divided into two subsections to elucidate the perceptions of young children and senior citizens during their participation. We identified their feelings through their interview content. Moreover, intergenerational learning coordinators and executives were interviewed to clarify the changing feelings of young children and senior citizens.</p> <hd id="AN0174583251-26">Positive feelings of young children: love, happiness, and care</hd> <p>The researchers asked young children whether they liked to learn with senior citizens and why they liked or did not like to do so.</p> <p>Young child A said:I liked it. (Young child interview 1, A20190520)</p> <p>Young child B said:I liked it because I felt happy doing it. (Young child interview 2, B20190520)</p> <p>Young child C said:I liked it because I attended classes with grandpa and grandma. (Young child interview 3, C20190520)</p> <p>Young child D said:I liked it because they cared about me. (Young child interview 4, C20190520)</p> <p>Young child E said:I like grandpa and grandma. (Young child interview 5, E20190605)</p> <p>Young child F said:I love them, and they took care of me. (Young child interview 6, F20190605)</p> <p>Young child G said:I was happy, and I liked it. (Young child interview 7, G20190605)</p> <p>The following codes were extracted from the aforementioned content: 'happiness' and 'care.' The researchers then asked the young children if they would like to participate in activities with the senior citizens in the future.</p> <p>Young child A said:I like it because I had a good time with grandpa and grandma. I loved grandpa and grandma. (Young child interview 1, A20190520)</p> <p>Young child B said:I want to participate because I will be very happy. (Young child interview 2, B20190520)</p> <p>Young child C said:Yes, because the activities will be fun. (Young child interview 3, C20190520)</p> <p>Young child D said:Yes, because the activity was so lively. It was fun to play the 'Fun game: Getting noodles' with the senior citizens. (Young child interview 4, D20190520)</p> <p>Young child E said:I like to participate (in the activity). (Young child interview 5, E20190605)</p> <p>Young child F said:I liked it. (Young child interview 6, F20190605)</p> <p>Young child G said:Yes, I was happy. (Young child interview 7, G20190605)</p> <p>The researchers observed that the young children drew the attention of the senior citizens. The senior citizens shook hands with the young children and experienced feelings of happiness; they also cared for the young children. This is a wonderful time (Young child observation 2, B20190520; Young child observation 10, J20190520; Senior citizen observation 5, E20190520; Senior citizen observation 6, E20190520)</p> <p>Through the observations, the codes 'happiness,' 'care,' and 'love' were extracted. The consistency between the coders was 100%, indicating an intercoder reliability of 1. Thus, the positive feelings of the young children were characterized by the codes as follows:'love,' 'happiness,' and 'care.'</p> <hd id="AN0174583251-27">Positive feelings of senior citizens: love, happiness, pleasure, and care</hd> <p>Intergenerational programs could serve as key health promoters among senior citizens by decreasing the risk loneliness due to the greater sense of meaningfulness (Murayama et al., [<reflink idref="bib37" id="ref54">37</reflink>]). How senior citizen felt after participating in a conducted course.</p> <p>Senior citizen A said:I think this type of activity is good; it will encourage children to spend time with senior citizens. We would shake hands with them, ask for their names, and ask for their age. (Senior citizen interview 1, A20190520)</p> <p>Senior citizen B said:I felt that it was good, and the young children were also wonderful. When we were leaving, they enthusiastically said goodbye to us, and we also said goodbye to them. It was a really good experience. Sometimes, we visit the preschool; sometimes, they visit us at the day care center. For the previous session, they visited the adult day care center, and we had a meal together. I served them meals and accompanied them to pick up dishes. I loved children. (Senior citizen interview 2, B20190520)</p> <p>Senior citizen C said:It was excellent. I felt that my mood has improved and that I have developed a younger mindset; so, I will not think that they are crazy. (Senior citizen interview 3, C20190605)</p> <p>Senior citizen D said:I felt that it was excellent. Playing 'Fun game: Hockey' with the children was a great experience. It was fun to perform those activities together. It was a great pleasure. They [children] have been visiting the adult day care center for a long time. Senior citizens said that they are going to the preschool to play with the children. We all said that this was good. It was fun. It is better to visit the preschool. Senior citizens are all alone at home. It is fun to visit the preschool to participate in activities and play together with children. (Senior citizen interview 4, D20190605)</p> <p>Senior citizen E said:It was an excellent program. I was very happy. I like the children very much. (Senior citizen interview 5, E20190605)</p> <p>Senior citizen F said:I think this type of activity is excellent. Playing with the children was a pleasure. (Senior citizen 6, F20190605)</p> <p>Senior citizen G said:Playing with the children was an excellent experience. (Senior citizen interview 7, G20190605)</p> <p>The researchers asked the senior citizens if they wanted to continue participating in long-term continuous intergenerational learning activities and why they wanted or did not want to do so.</p> <p>Senior citizen A said:If our social workers invite me to participate in intergenerational learning courses, I would participate because I think it is really fun. I get along well with people, so I will get along well with children. For example, during our previous mealtime with the children, a boy sitting beside me did not eat any food, so I fed him until he finished every bowl of rice. The preschool teacher said that I was amazing! The teacher said that this kid was very picky and did not like to eat. With the other children, I always encouraged them to eat more food and have more soup. I would help them to serve, I would take care of them, and I would not let them eat by alone. (Senior citizen interview 1, A20190605)</p> <p>Senior citizen B said:Yes, it is fun to come out and play with children like this (Senior citizen interview 2, B20190605)</p> <p>Senior citizen C said:That would be great. I think that I will continue to participate in the intergenerational learning courses. This is because playing with children in this manner makes me feel younger. (Senior citizen interview 3, C20190605) Senior citizen D said: Yes, we have a lot of activities at the adult day care center. Sometimes it is fun to visit the preschool. (Senior citizen interview 4, D20190605)</p> <p>Senior citizen E said:I will continue to participate in the intergenerational learning courses. I like it. (Senior citizen interview 5, E20190605)</p> <p>Senior citizen F said:I think this type of activity is excellent. Playing with the children was a pleasure. I love them. (Senior citizen interview 6, F20190605)</p> <p>Senior citizen G said:It was an excellent experience playing with children. (Senior citizen interview 7, G20190605)</p> <p>The following codes were extracted from the aforementioned content: 'love,' 'happiness,' 'pleasure,' and 'care.'</p> <p>In summary, the researchers interviewed seven senior citizens and seven young children. The interview content revealed that the senior citizens and young children experienced highly positive feelings about the intergenerational learning courses, which indicates that the courses changed their perceptions. In addition, the researchers conducted observations of several young children and senior citizens and concluded that they experienced changes in their life experiences (Senior citizen observation 6, F20190520; Senior citizen observation 7, G20190520; Young child observation 14, N20190520; Young child observation 15, O20190520).</p> <p>Codes were extracted from the observations: 'love,' 'happiness,' 'pleasure,' and 'care.' The consistency between the coders was 100%, indicating that the intercoder reliability was 1. Thus, the positive feelings experienced by the senior citizens were identified as feelings of 'love,' 'happiness,' 'pleasure,' and 'care.'</p> <hd id="AN0174583251-28">Viewpoints of coordinator and practitioners</hd> <p>Two factors were identified through the interviews.</p> <hd id="AN0174583251-29">Viewpoints of the coordinator</hd> <p>The interviews with the coordinator highlighted the changes experienced by the young children and senior citizens. The senior citizens smiled more and looked forward to participating in future courses. The young children took the initiative to interact with and take care of the senior citizens.</p> <p>Coordinator A said:In the senior citizens, I saw smiles and felt their commitment. They worked hard to perform better. Their responsible, proactive, and optimistic attitudes are exactly what many senior citizens lack. And in the children, I saw their patience and their willingness to accept senior citizens; they understood that they were different from the senior citizens. The tolerance, empathy, care, and love that they displayed cannot be learned from a teacher in a classroom. These things are learned through mutual life interactions. (Coordinator interview, A20190612)</p> <p>The following codes were extracted from the aforementioned content: 'tolerance,' 'empathy,' 'care,' and 'love.'</p> <hd id="AN0174583251-30">Viewpoints of practitioners</hd> <p>Interviews with the practitioners were conducted.</p> <p>Practitioner A said:The feedback we received from parents is that after the implementation of intergenerational learning courses, some children learned how to take care of senior citizens in their family, and children were more likely to take initiative to interact with senior citizens in the family at home. After the implementation of these activities, the children became better at speaking to senior citizens and serving food to the senior citizens at home. This indicates that they have become more proactive in their interactions with senior citizens. (Practitioner interview, A20190520)</p> <p>Practitioner B said:In fact, senior citizens look forward to participating in such activities. If there are children who visit our adult day care center to participate in activities, some senior citizens would say that they would make similar visits like this someday; so, they like it and look forward to interacting with the children. The intergenerational learning courses bring them joy and life experiences that are positive and meaningful, and some courses allow them to teach and learn from the children. After attending such courses, I feel that the senior citizens are smiling more. Sometimes, the senior citizens may be in a bad mood, but after playing with the children, they forget about their worries; so, the courses have a great influence on the mood of the senior citizens. I used to announce in advance the days on which intergenerational learning courses will be held, and several senior citizens would dress up specially for the day of the event and look forward to participating in such activities. (Practitioner interview, B20190605)</p> <p>The aforementioned interview indicates that the intergenerational learning courses resulted in positive changes to the senior citizens and young children's feelings about life. When the senior citizens interacted with the young children, their faces were full of smiles, and they would look forward to this activity. The intergenerational learning courses even motivated the senior citizens to make special preparations for such activities. The children were initially nervous, shy, and fearful of interacting with senior citizens. Subsequently, they took the initiative to hold the hands of the senior citizens and played together with them, and they even developed feelings of affection: care and love; this indicates that intergenerational learning can help them to understand, love and care for each other. This is the purpose of intergenerational learning courses.</p> <p>Codes were extracted from the aforementioned content: 'care,' and 'love.' The consistency between the coders was 100%, indicating an intercoder reliability of 1. Thus, for Factor 2, which pertained to the perceptions of the young children and senior citizens, the following codes were extracted: 'love' and 'care.'</p> <hd id="AN0174583251-31">Reflections</hd> <p>In 2015, adults aged 65 and older made up only 9% of the population worldwide. By 2050, they are estimated to represent 17% of the global population (Pillemer et al., [<reflink idref="bib41" id="ref55">41</reflink>]).</p> <p>The world is undergoing a demographic revolution; life expectancy has been increasing for more than two decades since 1950, and populations have increased considerably (Bar-Tur, [<reflink idref="bib3" id="ref56">3</reflink>]). In response to global population aging, the active aging model was proposed to promote the well-being of senior citizens (Avcı & Erhan, [<reflink idref="bib2" id="ref57">2</reflink>]), and intergenerational learning is a method for achieving this objective.</p> <p>Taiwan's population is aging, and it has one of the lowest birthrates in the world. Furthermore, a decreasing student population (due to a low birthrate) and a rapidly aging population are trends that have caused various severe problems (Liu & Ching, [<reflink idref="bib32" id="ref58">32</reflink>]). Therefore, a crucial topic is how senior citizens can be encouraged to learn such that they can successfully age and become healthier physically and mentally. In this regard, intergenerational learning is a feasible method.</p> <p>After interviewing and observing the young children and senior citizens who participated in the present study, the researchers discovered that they enjoyed the course and felt that the implemented courses were helpful. Several senior citizens felt that their participation in these activities allowed them to feel younger and more positive relative to how they felt staying at home. The intergenerational learning courses closed the generational gap between senior citizens and young children, and they also allowed senior citizens to find joy in life. The young children said that the senior citizens behaved excellently and took excellent care of them. The senior citizens and young children were willing and even expecting to continue their participation in the course; this finding indicates that intergenerational learning courses are beneficial for these two populations.</p> <p>Jarrott et al. ([<reflink idref="bib28" id="ref59">28</reflink>]) have explained for both preschool and adult participants, analyses revealed that the implementation of certain practices was associated with significantly more intergenerational interaction. This study is critical for the development of intergenerational program. In this study, the researchers propose that intergenerational learning courses with the themes of 'caring' and 'love' be developed.</p> <hd id="AN0174583251-32">Conclusion and recommendations</hd> <p></p> <hd id="AN0174583251-33">Conclusion</hd> <p>The researchers participated in intergenerational learning courses and experienced the joyful atmosphere created by the interactions between the young children and senior citizens. This study explored the perceptions of young children and senior citizens during the implementation of intergenerational learning courses in a preschool.</p> <p>Although the senior citizens were not related to the young children by blood, they were able to show love to the young children, and young children can took the initiative to interact with the senior citizens. When the senior citizens and young children shared a meal, the senior citizens fed the children. The senior citizens showed a caring nature to the children. The young children received excellent care, and the senior citizens derived life satisfaction and confidence from the experience. The intergenerational learning courses might have helped to alleviate the regrets of senior citizens who did not live with their grandchildren. To improve the health of senior citizens, their quality of life must be enhanced (Hathorn, [<reflink idref="bib20" id="ref60">20</reflink>]; Hwang & Braun, [<reflink idref="bib24" id="ref61">24</reflink>]; Moss et al., [<reflink idref="bib36" id="ref62">36</reflink>]). The researchers felt a sense of warmth and were moved by the experience.</p> <p>Furthermore, the intergenerational learning courses involved dynamic activities; thus, the young children and senior citizens could participate together in fun sports activities. The researchers observed that senior citizens were more likely to achieve their exercise objectives when they felt positive. Initially, the case preschool was only planning to hold a special and meaningful Christmas event, and its management learned that an adult day care center was available for a collaboration. Unexpectedly, the resulting interactions between the young children and the senior citizens generated excellent feedback for the preschool, which sparked the idea of promoting intergenerational learning. The implementation of such courses at the case preschool was highly successful.</p> <hd id="AN0174583251-34">Recommendations</hd> <p>Participation in intergenerational courses can have a positive impact on quality of life and well-being across age groups (Galbraith et al., [<reflink idref="bib17" id="ref63">17</reflink>]). During intergenerational learning courses, young children and senior citizens engage in mutual communication, mutual interaction, and the sharing of feelings and opinions on various situations, and they also complete meaningful tasks through mutual cooperation. The researchers observed interactions characterized by love and care between the young children and the senior citizens in intergenerational learning courses. Therefore, we propose several suggestions for developing intergenerational learning courses in the subsequent subsections</p> <hd id="AN0174583251-35">Courses with the theme of caring</hd> <p>The topic of caring has a short history within the field of moral philosophy, and it did not receive substantial attention until the late 20th century. Caring can be regarded as an obvious moral emotion and an emotional attitude displayed during interpersonal interactions. Caring is usually understood in terms of ethical relationships, and the application of this view to interpersonal relationships is at least relevant for one-to-one interactions. Therefore, interpersonal comprise at least one carer and one care recipient. With respect to basic characteristics, 'caring' refers to an individual's ability to care for, perceive, and react emotionally to others (Becker & Becker, [<reflink idref="bib5" id="ref64">5</reflink>]; Noddings, [<reflink idref="bib39" id="ref65">39</reflink>]). Caring is an activity that places an individual in the position of people, things, and one's external environment. The carer is attentive to the messages of the care recipient. The carer responds appropriately because they notice the needs of the care recipient. Moreover, to experience and discover the meaning of life, one must begin by caring for themselves before caring for others. The aforementioned concepts must be passed down to children through education.</p> <p>Preschool teachers can design intergenerational learning courses with the theme of caring to enable children to interact with senior citizens during interpersonal interactions, and young children can learn to care about senior citizens. For example, preschool teachers can read aloud the picture book The Wheelchair Is My Foot to help children understand the different lives lived by different individuals and the diversity of life, thereby cultivating these children's ability to empathize with the physically and mentally handicapped and improving their ability to care for others. In the present study, the case preschool allowed young children to dine with senior citizens, and the feeding of the children by the senior citizens allowed young children to feel that they were being cared for.</p> <hd id="AN0174583251-36">Courses with the theme of love</hd> <p>Love is an emotional state that often triggers sweet, enthusiastic, and joyful feelings. Love is present in interpersonal interactions. Love is a form of active symbiosis and union with others under the condition of maintaining one's integrity and individuality. One's love can evoke love from others. Love is a sincere and emotive power of the human soul. In fact, the meaning of life is love, that is, to be loved and to love. From another perspective, the meaning of life is to recognize the presence of love and expand one's life with love. Without love, life has no meaning (Tien, [<reflink idref="bib45" id="ref66">45</reflink>]).</p> <p>Preschool teachers can design intergenerational learning courses with the theme of love. These courses enable young children to understand and recognize life through interactions characterized by love, and it is only through love that they can discover the true meaning of life. After all, life is love, and sharing one's love with the world is the essence of early childhood education, which serves to enrich children's lives and souls. Children should grow up surrounded by love, and they should be taught how to love.</p> <p>Finally, the courses are based on the concept of young children and senior citizens learning from each other and the potentially reduction of prejudice and ageism. The results of the present study reveal that intergenerational learning courses enable young children and senior citizens to change each other's perceptions and develop positive feelings. The interactions in the intergenerational learning courses also promoted the psychological growth of participants from both age groups. We propose that intergenerational learning courses with the themes of 'caring' and 'love' be developed. We hope that our findings contribute to the development of intergenerational learning courses for preschools and day care centers.</p> <p>Most studies have focused on thematic integration courses; by contrast, few have explored the project curricula of intergenerational learning courses. 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  Label: Title
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  Data: Case Study of Intergenerational Learning Courses Implemented in a Preschool: Perceptions of Young Children and Senior Citizens
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Yi-Huang+Shih%22">Yi-Huang Shih</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Gerontology%22"><i>Educational Gerontology</i></searchLink>. 2024 50(1):11-26.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 16
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  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Intergenerational+Programs%22">Intergenerational Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Older+Adults%22">Older Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Day+Programs%22">Day Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Recreational+Activities%22">Recreational Activities</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1080/03601277.2023.2216089
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  Label: ISSN
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  Data: 0360-1277<br />1521-0472
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Public awareness of health-related topics is increasing, and an increase in average life expectancy has increased the senior citizen population in Taiwan. Furthermore, because of the high cost of raising young children, people's willingness to give birth has decreased. Taiwan's aging population and declining birth rate are key challenges for its population development, and the promotion of interactions between young children and senior citizens is also a crucial topic for scholars. Therefore, intergenerational learning has been proposed, and several Taiwanese preschools have attempted to develop intergenerational learning courses. This study explored the perceptions of young children and senior citizens during the implementation of intergenerational learning courses in a preschool. The results revealed that the implementation of such courses allowed young children and senior citizens to influence each other's life experiences and develop positive feelings. The interactions also promoted their psychological well-being. Through this study, we clarified the effectiveness of intergenerational learning courses. Finally, we proposed that intergenerational learning courses with the themes of 'caring' and 'love' should be developed and integrated into intergenerational learning courses.
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  Data: 2024
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  Data: EJ1406906
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        PageCount: 16
        StartPage: 11
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Intergenerational Programs
        Type: general
      – SubjectFull: Older Adults
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Caring
        Type: general
      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Day Programs
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      – SubjectFull: Recreational Activities
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      – SubjectFull: Taiwan
        Type: general
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      – TitleFull: Case Study of Intergenerational Learning Courses Implemented in a Preschool: Perceptions of Young Children and Senior Citizens
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