CRPR08002 2022 Linking Generations: Intergenerational Practice

General Details

Full Title
Linking Generations: Intergenerational Practice
Transcript Title
Linking Generations
Code
CRPR08002
Attendance
N/A %
Subject Area
CRPR - Creative Practice
Department
SOCS - Social Sciences
Level
08 - NFQ Level 8
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Kate Brown
Programme Membership
SG_HEARL_H08 202200 Bachelor of Arts (Honours) in Early Childhood Care and Education SG_HEARM_H08 202300 Bachelor of Arts (Honours) in Early Childhood Care and Education SG_HEARL_H08 202300 Bachelor of Arts (Honours) in Early Childhood Care and Education
Description

Intergenerational Practice (IGP) can best be understood as any activity which “aims to bring people together in purposeful, mutually beneficial activities which promote greater understanding and respect between generations and contributes to building more cohesive communities. Intergenerational practice is inclusive, building on the positive resources that the young and old have to offer each other and those around them” (Beth Johnson Foundation, 2001).

The aim of this module is to enable Learners to think critically about intergenerational work, in particular when working with young children and older people in educational contexts.

The Learner will develop their knowledge of best IG practices in international contexts, current national policy concerns and the role of the Early Year's Educator in fostering potential areas for collaboration between generations and sectors, in order to challenge ageism and promote respect and creative ways of working with young children and older people in educational contexts.

According to the TOY Project Consortium, intergenerational learning initiatives involving young children (under 8yrs) are a neglected area in practice and policy. This module will equip the Learner with the knoledge, practice, skills and values to plan, implement and evaluate an intergenerational project for children and older people and connect their practice to theory.

 

 

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Outline, assess and synthesise case studies of intergenerational initiatives involving children and older people at local, national and international level.
 

2.

´╗┐Identify a need in an early years setting or school, which could be appropriately met by carrying out an intergenerational project.

3.

Design, implement and evaluate an intergenerational project in an early years setting or school.

4.

Identify the key features of intergenerational practice for children and older people.

Teaching and Learning Strategies

Arts-based practices and intergenerational methodologies.

Module Assessment Strategies

Paired project work: An intergenerational project.

 

Repeat Assessments

To be decided at Exam Board

Indicative Syllabus

Intergenerational learning as a methodology for teaching and learning and promoting intergenerational solidarity.

Ethical and practice issues: the safeguarding of children and vulnerable adults.

Tackling Ageism: Developing a community of change-makers.

Children and older people as agents in their own learning.

Civic ideals and practices: Empowering communities.

 

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Project Practical Group Project 100 % Week 12 1,2,3,4
             
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Lecture MPC Studio Lecture 2 Weekly 2.00
Supervision MPC Studio Tutorial 1 Weekly 1.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Module Resources

Non ISBN Literary Resources

The TOY Project Consortium (2013). Intergenerational Learning Involving Young Children and Older People. Leiden: The TOY Project.

Harper, S. & Hamblin, K. (2010). Innovative Approaches in Intergenerational Interaction and Learning. Oxford Institute of Aging & Fundaçao Calouste Gulbenkian.

Jessel, J. (2009). Family structures and intergenerational transfers of learning: changes and challenges. London: Department of Education Studies, University of London Goldsmith College.

Kaplan, M.S. (2002). Intergenerational programs in schools: considerations of form and function. International Review of Education 48 (5): 305-334.

Kaplan, M. (2004). Toward an intergenerational way of life. Journal of Family & Consumer Sciences, 96 (2), 5-9.

Kenner, C Ruby, M, Jessel, J Gregory, E & Tahera, A. (2007). Intergenerational learning between children and grandparents in East London. Journal of Early Childhood Research, 5 (3), 219-243.

Kernan, M. & van Oudenhoven, N. (2010). Community based early years services: the golden triangle of informal, non-formal and formal approaches. Background paper, Eurochild Members Exchange Seminar on Early Years Education and Care, Ensuring Quality the Path for Early Years in Europe and the role of Community Based Services, 29 Sept. – 1 Oct. 2010.

Linking Generations Northern Ireland. (2011). Promoting Intergenerational Practice across Northern Ireland by bringing generations together. 2009-2011 Activity Booklet. Newtownards: LGNI.

Living Streets. (2009). No Ball Games Here (or Shopping or Talking to their Neighbours): How UK streets have become no-go areas for our communities. London: Living Streets. London Borough of Camden. (2009).

Martin, K., Springate, I. & Atkins, M. (2010). Intergenerational practice: outcomes and effectiveness. (LGA Research Report) Slough: NFER.

McConnell & Hatton –Yeo. (2009). The Role of Intergenerational Initiatives in Reducing Fear of Crime. Northern Ireland: Community Safety Unit.

McGill, P. (2010). Illustrating ageing in Ireland north and south: Key facts and figures. Belfast: Centre for Ageing Research and Development in Ireland.

Pinazo-Hernandis, S. (2011). Intergenerational Learning: A Way to Share Time, Experiences, and Knowledge. A Field to Develop. Journal of Intergenerational Relationships, 9(1), 115-116. doi:10.1080/15350770.2011.544625

Preisser, R. (2011). Approaches and ways of intergenerational learning. Grundtvig Multilateral Network. http://
www.enll.eu/upload/document_files/Intergenerational_Learning.pdf

Stanton, G. and Tench, P. (2003). Intergenerational storyline: bringing the generations together in North Tyneside. Journal of Intergenerational Relationships, 1, 1, 71–80.

Medel-Anonuevo, C, Ohsako, T. and Mauch, W. . Revisiting Lifelong Learning for the 21st Century. Germany: UNESCO Institute for Education. UNITRE. (2012). Associazione Nazionale de)lle Università della Terza Età - UNITRE. Retrieved from http://www. unitre.net/nazionale/nazionale.html.

Villar, F. & Faba, J. (2012). Draw a Young and an Older Person: Schoolchildren’s Images of Older People. Educational Gerontology, 38(12), 827-840. doi:10.1080/03601277.2011.645445

Vonta, T., Geissa, C., Hrabar, T., Obid, N., Štrukelj, K., Trbižan, T. (2012). Integration of older adults in activities of preschool institutions. Unpublished research, carried out in the frame of Master’s Program Early Learning at Faculty of Education. Slovenia: University of Primorska.

Vygotsky, L.S. (1978). Mind in Society. The development of higher psychological processes. Cambridge: MA. Harvard University Press.

Welsh Local Government Association and Beth Johnson Foundation. (2012). Bringing generations together in Wales. UK: WLGA.

World Health Organisation (2002). Active Ageing: A Policy Framework. Adopted at Madrid, Spain for WHO, World Health Organisation.

 

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