Intergenerational learning as a pedagogical strategy in early childhood education services: perspectives from an Irish study

Anne Fitzpatrick, Ann Marie Halpenny

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

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.

Original languageEnglish
Pages (from-to)512-528
Number of pages17
JournalEuropean Early Childhood Education Research Journal
Volume31
Issue number4
DOIs
Publication statusPublished - 2023

Keywords

  • children’s participation
  • intentional teaching
  • Intergenerational learning
  • reimagining ECE services
  • relational pedagogy

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