Exploring intergenerational engagements and programmes in the field of early childhood education and care

Abstract

Intergenerational interactions between young children and older adults are an important arena for learning, development, and cultural formation. Furthermore, intergenerational interactions encompass different settings, such as institutional programmes and community and family engagements. However, there is still a critical lack of research in early childhood education and care on how to better understand these intergenerational engagements. In this light, the focus of the current research project is to explore intergenerational engagements and programmes in early childhood settings, including early childhood education and care institutions and family and community settings.

The rationale for the research project is rooted in a value position where intergenerational meetings and programs for intergenerational meetings are seen as a possible strengthening and enrichment of childhood experiences and kindergarten practices that are in line with the UN sustainable development goals.

The purpose of the thesis is to develop a better understanding of and knowledge about intergenerational meetings by examining the conditions and practices for intergenerational meetings in Norway and the Philippines. The study features ideas, projects, and programs for intergenerational meetings and engagements as everyday practice during the COVID-19 pandemic. The reason for directing attention to generational meetings is done within the framework of kindergarten, childhood, and family research.

The theoretical framework is largely based on cultural-historical perspectives. Critical perspectives inspired by indigenous and visibility studies, as well as perspectives from childhood research, have also been found necessary to be able to analyze the various contexts to discuss findings and contribute to seeing future opportunities for new research and practice in the findings.

The dissertation is article-based and consists of five sub-studies and five articles based on a multi-method design. The thesis uses a scoping review, video analysis, questionnaires, focus group interviews, and theory generation. The results are described in the following sections.

The first article entitled “Spaces for transitions in intergenerational childhood experiences examines children's voices in intergenerational research” (Oropilla, 2021) is a scoping study that points to several research gaps: there is a need to know more about children's experiences in intergenerational meetings and the educational potential intergenerational meetings have for children in kindergarten. The study also shows that we know little about how such meetings take place in different cultures.

The second article entitled “Strengthening the call for intentional intergenerational programmes towards sustainable futures for children and families” is a conceptual contribution to research on intergenerational engagements and programmes (Oropilla & Ødegaard, 2021). The article highlights intergenerational engagements and programs as a dynamic, complex, relational, and dialogic system of actors and institutions. The theoretical contribution challenges the design that draws attention to the importance of older people's experiences with intergenerational meetings, engagements and programmes. The article highlights some current areas of conflict in research on intergenerational engagements. There could be conflicts between generations. This requires shared responsibility and equal involvement of all actors, institutions, and society. From a sustainability perspective, it is not enough that one generation gets or takes responsibility for the future. The article is a further development of a cultural-historical holistic perspective that can guide culturally sensitive people and create a greater balance between children and the elderly in research design.

The third article entitled “Kindergarten practitioners’ perspectives on intergenerational programs in Norwegian kindergartens during the COVID-19 pandemic: Exploring transitions and transformations in institutional practices” (Oropilla, Ødegaard & Quinones, 2022), considers how 64 kindergarten employees with experience from intergenerational programs (generasjonsmøter) reflected on obstacles and new opportunities to be able to continue intergenerational programmes during the COVID- 19 pandemic. The study showed that the staff proposed several new and creative educational measures to be able to continue with generational meetings in a time of crisis, for example using digital communication and outdoor activities.

In the fourth article entitled “Intergenerational learning and Sikolohiyang Pilipino: Perspectives from the Philippines” (Oropilla & Guadana, 2021), intergenerational learning is presented through the lens of Sikolohiyang Pilipino (Filipino psychology). The article is a contribution to an expanded understanding of non-Western indigenous psychological perspectives. Using the theoretical framework of Sikolohiyang Pilipino, the article identifies Filipino indigenous values as a key to understanding family and community as important arenas for intergenerational learning in the Philippines. The article challenges current assumptions about intergenerational research and enables a deeper understanding and cultural sensitivity in the development of pedagogy in Philippine culture.

The fifth article entitled “Visibilizing everyday intergenerational engagements: Philippines in 2020 lockdown” (Oropilla, Ødegaard & White, 2022), documents and examines videos taken by families in the Philippines during the COVID-19 pandemic. The article explores what kind of learning was made visible through the videos - by whom and for whom. This study is an acknowledgement of the importance of visual data in creating meaning and understanding, both for what the families chose to film and for what they chose to share with researchers. The visual narratives show the participants' digital competence and self-representations. The analysis showed that both the children and the grandparents were engaged in self-representations.

The thesis offers a new lens on research on intergenerational engagements and programmes that has most often had a rational and a value position on strengthening the quality of life for elderly individuals. The thesis contributes a new conceptualization for research design that includes both children's and older adults' experiences and perspectives in intergenerational meetings. The thesis provides an expanded understanding and new knowledge about intergenerational engagements and programmes linked to two local contexts during the COVID-19 pandemic. The study brings up a discussion about promoting solidarity between generations. The thesis points toward new research and creative pedagogy, both through educational practices in families and kindergartens, and pointing further to the intergenerational design of spaces, materials, and infrastructure.