TY - JOUR
T1 - Intergenerational learning as a pedagogical strategy in early childhood education services
T2 - perspectives from an Irish study
AU - Fitzpatrick, Anne
AU - Marie Halpenny, Ann
N1 - Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - children’s participation
KW - intentional teaching
KW - Intergenerational learning
KW - reimagining ECE services
KW - relational pedagogy
UR - http://www.scopus.com/inward/record.url?scp=85143830832&partnerID=8YFLogxK
U2 - 10.1080/1350293X.2022.2153259
DO - 10.1080/1350293X.2022.2153259
M3 - Article
AN - SCOPUS:85143830832
SN - 1350-293X
VL - 31
SP - 512
EP - 528
JO - European Early Childhood Education Research Journal
JF - European Early Childhood Education Research Journal
IS - 4
ER -