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\"Intergenerational learning programs bring together skipped generations (for instance, elders and young children) to promote expansive communication and identity options for participants, as well as the forging of relationships between generations. More specifically, these programs help foster multimodal literacy for both generations, encouraging new ways of seeing oneself and the world. Learning at the Ends of Life illustrates the unique benefits of these trail-blazing programs through more than seven years of research on developing and implementing intergenerational curricula in Canada and the United States.

Much research has attested to the benefits of intergenerational programs (IGPs) for older and younger participants, but there is a lack of understanding about what motivates them to participate and to persevere. We conducted structured interviews with 83 older (mean age = 77) and 96 younger (mean age = 23) participants who participated in 13 IGPs in Israel, some involving specific topics, and some providing assistance to older adults. Using a mixed-methods approach, we analyzed differences in motivation across generations and program types and compared initial and ongoing motivation to participate. We found differences regarding motivation by age group and program type: Among older participants, interest in the specific subject was a more prevalent motivation in topic-focused groups, while receiving support was more common in assistance groups. Among young persons, motivations relating to obligation, such as receipt of a financial scholarship, and the wish to help others were the most prevalent motivators. Ongoing motivation was often explained by positive intergenerational relationships and enjoyment. For older adults, offering more diverse topic-focused activities may motivate greater participation. For young adults, integrating IGPs within more and different settings, and promoting IGPs as opportunities to help others are potential motivators.

Online risks are a concern for citizens in the digital society. Many sectors of the population lack training to face, prevent and solve problematic situations arising from Internet use. University researchers and innovation agents in small towns in southern Spain are carrying out an educational programme of 13 intergenerational workshops to strengthen digital competence and citizenship involving 239 participants.  The main objective of this article is to describe and interpret shared reflections on various problematic situations related to the use of the Internet and technology. A content analysis of 864 reflections and experiences contained in seven dimensions and 31 categories is carried out. The results show that the participating citizens are characterised by a high awareness of online risks, they tend to seek help and concrete solutions on issues related to data security, excessive use of mobile phones and online scams and frauds. We propose the need for training to develop a fully digital, responsible and tech-savvy citizenship and an integrated digital model of education focused on protecting the well-being and online rights of citizens.    

ABSTRACTBackgroundElderly are at particular risk of social isolation. This condition significantly affects health; on the contrary, social involvement can be extremely advantageous. In this context, intergenerational programs improve interactions between different ages. Then, we conducted a review regarding intergenerational programs, to summarize the effects of these activities on both elderly and children. MethodsOur review followed the PRISMA statements. We considered papers reporting data about intergenerational programs involving children (preschool and elementary) and elderly. ResultsThe final selection obtained 27 sources. Ten studies evaluated children's outcomes outlining the positive impact of intergenerational programs upon children's perception of elderly. The effects on older participants were variegated considering well-being, depression, self-reported health, and self-esteem. Moreover, the retrieved studies outlined the importance of a careful organization and of a specific training for all staff members. The staff involved in similar programs appeared, overall, highly satisfied. DiscussionThe positive impact on children of intergenerational programs is proved at both short- and long-term. Moreover, despite the different outcomes considered and the variable results, these programs resulted overall beneficial on elderly participants. Finally, similar activities resulted feasible even in case of older adults with dementia.

Over the past 40 years, there has been a growing trend for intergenerational initiatives worldwide. Intergenerational programs (IGPs) aim to facilitate cooperation and exchange among different age groups. While most studies highlight the benefits for each generation, the programs and study designs vary widely. We conducted a systematic review of the scientific literature between 2005 and 2015 to: (1) characterize and define the IGPs studied and (2) identify the benefits for school-age children and older people aged 60 years or over. First, 53 articles with defined keywords were collected from online databases. Then, using inclusion and exclusion criteria, 11 articles were selected. These were classified according to methodological quality and were analyzed one by one. The content of the programs varied: three involved artistic activities, three educational activities, one health, three open-ended activities, and one was organized around a citizen’s project. Concerning the benefits of IGPs for children and older adults, some studies highlighted significant differences in positive attitudes, behaviors, confidence, and competence for the children, and significant differences in mental and physical health, and quality of life for older adults. However, it should be noted that those benefits are not systematic. Our findings are discussed in the light of the meaningfulness of the activities and the role of IGPs, organization of the program, and participants’ knowledge of the other generation. Future studies may wish to consider searching for additional variables to further refine our understanding of the benefits for participants.

During the COVID-19 pandemic, many grandparents in China have spent more time with their grandchildren than they used to. When their adult children returned to work after a period of lockdown, many grandparents extended their roles from taking care of household tasks and looking after their grandchildren’s basic needs to supervising their online learning and providing academic support. It has been a precious opportunity for both the children and their grandparents to get to know each other better and to learn from each other. During this challenging period of home learning, a Chinese initiative called the “Shaping Students’ Vacation Life Project” (SSVLP), which is led by the Shanghai Municipal Institute for Lifelong Education (SMILE) of East China Normal University (ECNU), conducted a two-month project that investigated intergenerational learning between grandparents and grandchildren (IL-GP&GC) across seven primary schools located in six areas of China. They explored topics such as pandemic prevention, health and fitness, traditional culture and information literacy. Following this, the co-authors of this article conducted an interpretive inquiry to explore how the participating primary schools implemented the IL-GP&GC project, and to understand its impact. Based on in-depth interviews with 11 teachers and 7 families (including 7 grandchildren aged 7–13, and their 7 grandparents aged 60–68), four main findings emerged: (1) both generations gained more health knowledge, life skills and values; (2) the older generation changed their learning perspective and behaviours; (3) the younger generation understood their grandparents more and cultivated the concept of lifelong learning; and (4) the relationships between grandparents and grandchildren became closer. Mise en œuvre et efficacité de l’apprentissage intergénérationnel pendant la pandémie de COVID-19 : résultats d’une enquête menée en Chine–En Chine, pendant la pandémie de COVID-19, beaucoup de grands-parents ont passé plus de temps que d’ordinaire avec leurs petits-enfants. Quand leurs enfants ont repris le travail en présentiel après le confinement, en plus d’assumer les tâches ménagères et de prendre soin des besoins fondamentaux de leurs petits-enfants, nombre d’entre eux ont étendu leur rôle à la surveillance de l’apprentissage en ligne et au soutien scolaire. Tant pour eux que pour leurs petits-enfants, ça a été l’occasion de mieux se connaître et la source d’un apprentissage réciproque. Pendant cette période difficile de l’école à la maison, un projet chinois appelé Projet d’organisation de la vie des élèves pendant les vacances (Shaping Students’ Vacation Life Project/SSVLP), dirigé par l’Institut municipal de Shanghai d’éducation tout au long de la vie (Shanghai Municipal Institute for Lifelong Education/SMILE) de l’école normale supérieure de Chine orientale (East China Normal University/ECNU), a étudié deux mois durant l’apprentissage intergénérationnel entre grands-parents et petits-enfants (grandparents and grandchildren/IL-GP&GC) dans sept écoles primaires de six régions de Chine. Il s’est penché sur des sujets comme la prévention de la pandémie, la santé et la condition physique, la culture traditionnelle et la maîtrise de l’information. À la suite de cela, les auteurs de cet article ont mené une enquête d’interprétation pour examiner comment les écoles primaires participantes avaient mis en œuvre le projet d’apprentissage intergénérationnel entre grands-parents et petits-enfants et en comprendre l’impact. Cette enquête qui s’appuyait sur des interviews approfondies menées avec onze enseignants et sept familles (dont sept petits-enfants âgés de 7 à 13 ans et sept grands-parents âgés de 60 à 68 ans), a permis de dégager quatre constats principaux : (1) pour les deux générations, une amélioration des connaissances en matière de santé, des compétences nécessaires dans la vie courante et des valeurs a été constatée; (2) les anciens ont modifié leurs points de vue et comportements en matière d’apprentissage; (3) les jeunes ont appris à mieux comprendre leurs grands-parents et à cultiver le concept d’apprentissage tout au long de la vie, et (4) les liens entre les grands-parents et leurs petits-enfants se sont resserrés. 新冠疫情期间隔代学习的推进与成效:来自中国的证据 – 新冠疫情期间,中 国的祖辈与孙辈有了比往常更多相处的时间。由于孩子父母的复工,许多祖辈 的职责不再局限于做家务、照顾孩子的基本需求,还包括监督孩子进行在线学 习和提供相应的学业支持,这是一个能够促进两代人间彼此了解和相互学习的 难得的契机。在这个充满挑战的“居家学习”时期,由华东师范大学终身教育 研究院领衔的“学生假期生活变革项目组” (SSVLP) 发起了一项为期两个月 的“祖辈与孙辈间的隔代学习” (IL-GP&GC) 的实践研究。来自中国6个地区 的7所小学参与了本次项目,涉及疫情防控、健康与健身、传统文化和信息素 养等研究主题。为了解项目的推进过程及其对孩子、老年人带来的影响,本文 作者对参与此次项目的11名班主任教师和7个家庭(7 名年龄范围在 7–13 岁 的孩子和 7 名年龄范围在 60–68 岁的祖辈)进行了深度访谈。基于此,得出 以下四点主要发现:通过参与此次项目,(1) 祖辈和孙辈习得了健康知识、生 活技能与价值观; (2) 祖辈的学习观念和学习行为发生改变; (3) 孙辈更加了解 祖辈并形成终身学习的观念; (4) 祖辈与孙辈间的关系更加紧密。

Mild cognitive impairment (MCI) is a high‐risk state for dementia, marked by cognitive decline with preserved daily functioning. Combined physical and cognitive activity (PA+CA) programs show promising benefits for MCI patients. Involving adult children through intergenerational approaches may enhance participation and impact, yet little is known about tailoring such programs to both generations’ needs. This study aimed to (1) identify cognitive, physical, and psychosocial challenges experienced by MCI patients, and (2) explore the needs, preferences, barriers, and facilitators regarding participation in an intergenerational PA+CA program. A mixed‐methods design combined a scoping review of 45 studies with eight semi‐structured interviews involving eight MCI patient–adult child dyads. Results highlight challenges such as memory loss, fatigue, social withdrawal, and a desire for meaningful, safe, and structured activities. Barriers included overload, physical limitations, and time constraints; facilitators involved routine, emotional support, and family connection. Findings offer guidance for designing effective intergenerational PA+CA programs. Highlights A scoping review and interviews identified key challenges in mild cognitive impairment (MCI) across domains. Physical, cognitive, and psychosocial needs were mapped for MCI patients and their children. Barriers to participation included cognitive overload, low motivation, and time constraints. Facilitators included emotional safety, routine, and meaningful family connection. Findings support the design of tailored, intergenerational combined physical and cognitive support programs for MCI.

AbstractObjectivesGiven the widely acknowledged benefits of intergenerational programs (IGPs), we compared processes and structures across different IGP types and explored potential areas for improvement. DesignThirteen IGPs were classified into three types: arts, learning, and assistance programs. Data were collected through direct structured interviews and analyzed quantitatively and qualitatively. SettingParticipants were recruited from community-based IGPs in the greater Tel Aviv area of Israel. ParticipantsEighty-four older participants (OPs), 97 younger participants (YPs), and 21 organizers were interviewed. MeasurementsQuestions included participant demographics as well as closed- and open-ended questions regarding processes based on the Impact of Intergenerational Programs Questionnaire (IIPQ). AnalysisResponses to closed-ended questions were compared among IGP types and age groups using two-way ANOVAs for ordinal data, and chi-squares for nominal data. Responses to open-ended questions by OP, YP, and program organizers about potential areas for improvement were analyzed using thematic analysis. ResultsProcesses in need of improvement were preparation and guidance, length of program participation, and monitoring of activities, which differed across IGP types and age groups. These processes were related to broader structural problems such as lack of resources, organizers’ poor employment conditions, and inadequate public services for older persons in Israel. ConclusionsOur study highlights the complex relationships between IGP types, processes, and structures. IGP processes and goals can be hindered by structural variables such as insufficient funding, infrastructure, and public services for older adults.

Intergenerational practice, where children and older adults come together for shared activities, has grown in popularity in many Western countries. However, research about intergenerational practice, particularly in the UK, is limited. This paper reports on the findings from an exploratory case study about a small intergenerational project between a maintained nursery school and a residential care home for older adults with dementia in the South-East of England. The methodology was informed by a narrative dialogic approach drawing on the work of Bakhtin. Data was collected using naturalistic observations of children’s weekly visits to the care home and qualitative interviews with nursery school practitioners. The analysis explores how meaningful interactions were created between the children, the older adults, and the nursery school practitioners. Our findings suggest that singing, unstructured moments, continuity, context (open spaces/flexible sessions), and objects contribute to meaningful interactions between young children and older adults. The ability to be flexible and “go with the moment” were identified as key skills for practitioners supporting children and older adults. We conclude that intergenerational projects afford benefits not just for children and older adults, but also for practitioners in the form of “emotional rewards”. The importance of re-establishing intergenerational practice is recognised, as well as the ways in which barriers created by social distancing might safely be addressed through the use of outdoor spaces and digital technologies.

Background Over the last several decades, social isolation and loneliness among older adults have posed an increasingly urgent challenge due to the rapidly aging population in Japan. To remedy the situation, many communities have introduced intergenerational programs. However, few studies have investigated the benefits of social capital across generations as a result of intergenerational interaction between children and older generations. Therefore, we aim to ascertain the degree to which intergenerational programs that take root in a community will affect the social capital of all generations in the community. Methods We focus our research on one specific program, REPRINTS, an intergenerational health promotion program for older adults that has been active for over 10 years in Tama Ward, Kawasaki City, Kanagawa Prefecture. We conducted a population-based cross-sectional study of residents between the ages of 20 and 84 years who were randomly selected from the basic resident register. Approximately 2500 residents were selected, of which 978 responded; data from 891 respondents were analyzed. Results Hierarchical linear modeling suggests that the duration of programs was a significant community-level indicator of neighborhood trust. At the individual level, people between 30 and 59 years of age and people over 60 years of age have more positive effects on neighborhood trust than do people between 20 and 39 years of age. Conclusions The ongoing intergenerational programs between older citizens and children can enforce neighborhood trust, thus strengthening a community’s intergenerational ties. The REPRINTS program has been developed through cooperation with local citizens, senior volunteers, and teachers from the community. Its collaborative nature ensures longevity and continuous growth in a community. It is challenging to create long-term intergenerational programs that take root in communities, making persistence and collaboration a crucial factor in fruitful intergenerational relationships. Overall, ongoing intergenerational program implementation associates with building social capital, thereby strengthening potential intergenerational ties and promote mutual support among local residents which will reduce or prevent social isolation among older.