Ageless play: Sustaining intergenerational playgroup programmes

2021 ◽  
pp. 1476718X2110596
Author(s):  
Maree Stanley ◽  
Penny Allen ◽  
Terry-Ann Tunks ◽  
Melinda Davenport ◽  
Jennifer Cartmel
Keyword(s):  
Young Children ◽  
Older People ◽  
Mutual Benefit ◽  
Reciprocal Relationships ◽  
Knowledge And Skills ◽  
Qualitative Interviewing

Intergenerational playgroups purposively bring older people, young children and their caregivers together to engage in play and develop reciprocal relationships. Intergenerational research focuses on the benefits for participants, with much less known about how these programmes sustain. This paper discusses and explores programme sustainability through the examination of two playgroups established through Playgroup Queensland’s Ageless Play programme. Through qualitative interviewing with playgroup practitioners and participants we aimed to understand how each of these playgroups had sustained beyond 3 years. The findings included the importance of mutual benefit for stakeholders, knowledge and skills of the playgroup facilitator and use of strategies to ensure ongoing interaction and engagement within the group. These findings are important for ensuring the continuation of intergenerational playgroup programmes.

Agency and Expanding Capabilities in Early Grade Classrooms: What it Could Mean for Young Children

2014 ◽  
Vol 84 (2) ◽  
pp. 217-241 ◽  
Author(s):  
Jennifer Keys Adair
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Educational Experiences ◽  
Early Learning ◽  
Elementary Grades ◽  
Student Agency ◽  
Knowledge And Skills ◽  
Economic Theories ◽  
Childhood Education ◽  
Early Grade

In this essay, Jennifer Keys Adair aims to clarify the concept of agency as a tool for improving the educational experiences of young children in the early grades. She conceptualizes agency in the context of schooling as the ability to influence what and how something is learned in order to expand capabilities, drawing on economic theories of human development, agency, and capability as they might be applied to early learning in schools. An understanding of early childhood education aimed at expanding children's capabilities stands in contrast to the currently prevalent emphasis on preparing children for the knowledge and skills tested in elementary grades. Through her classroom-based examples of student agency and her call to bring cultural and varied perspectives into the discussion, Adair hopes to encourage dynamic, agentic learning experiences for all children, not just those of privilege.

scholarly journals Under-fives swimming as a site for capital building: Supporting and enhancing transitions

2012 ◽  
Vol 37 (2) ◽  
pp. 127-131 ◽  
Author(s):  
Robyn Jorgensen
Keyword(s):  
Young Children ◽  
Pierre Bourdieu ◽  
Early Years ◽  
Knowledge And Skills ◽  
Under Five ◽  
Capital Building ◽  
A Site ◽  
Forms Of Knowledge

THIS PAPER THEORISES THE possibilities of under-five swimming to add new forms of knowledge and skills to young children. The paper draws on the work of Pierre Bourdieu to frame these new learnings as forms of capital that have been made possible through participating in early years swimming. This paper draws on elements of under-five swimming lessons to illustrate the definitions that are developed within this paper. The framing made possible through notions of capital underpin a much larger project.

Joining Clauses with Subordinate Conjunctions: One Type of Complex Syntax

2014 ◽  
Vol 21 (4) ◽  
pp. 182-191 ◽  
Author(s):  
Brian K. Weiler ◽  
C. Melanie Schuele
Keyword(s):  
Young Children ◽  
Present Article ◽  
Spoken Language ◽  
Academic Tasks ◽  
Knowledge And Skills ◽  
Complex Syntax

The purpose of this article is to enhance clinicians' knowledge and skills about one complex syntax type, subordinate conjunction clauses. Children's complex syntax skills are critical to the expression of increasingly elaborate ideas and to meeting the demands of academic tasks. Complex syntax development begins in the preschool years. It is essential for clinicians to support young children's complex syntax development. To this end, the present article offers a framework to support a clinician's consideration of the range of subordinate conjunction clauses that appear in the spoken language of young children.

Tensions in community health promotion: an analysis of intergenerational practice guidance

2019 ◽  
Author(s):  
Katie Wright-Bevans ◽  
Michael Murray ◽  
Alexandra Lamont
Keyword(s):  
Health Promotion ◽  
Older People ◽  
Community Health ◽  
Social Constructionist ◽  
Contact Theory ◽  
Mutual Benefit ◽  
Community Members ◽  
Collaborative Activity ◽  
Community Health Promotion ◽  
Model Versus

Intergenerational practice (IP) is an approach within community health promotion, which aims to bring older and younger community members together in collaborative activity. Little research has critically examined the assumptions and values within IP, and their implications for these communities. A sample of 15 IP planning documents were analysed using a social constructionist thematic analysis (Braun & Clarke, 2006) guided by Prior’s (2008) concept of documents as active agents. Three tensions were identified: a community-led model versus a contact model; old and young as targets versus older people as targets; and process-focused versus outcome-focused evaluation. IP has relied on contact theory as a mechanism of change, which has rooted IP to an overly individualistic practice targeted at older people (rather than all ages). In contrast, the community-led ethos of IP was also evident alongside values of mutual benefit for old and young, and a desire for more process-focused evaluation.

Early Childhood Corner: Collecting Data Outdoors: Making Connections to the Real World

1999 ◽  
Vol 6 (1) ◽  
pp. 8-12
Author(s):  
Carol G. Basile
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Young Children ◽  
Direct Observation ◽  
Real World ◽  
Natural World ◽  
Knowledge And Skills ◽  
Spatial Sense ◽  
The World ◽  
School Yard

The most enjoyable experiences that I have had with young children are those that occur outdoors. Taking children on walks in the woods, at our local park, or simply around the school yard can prompt many discoveries about the natural world. As we walk, children gain knowledge and skills by using their senses to collect information about the world around them. Traditionally, we think of providing these experiences as part of children's scientific learning. However, direct observation is also an important piece of mathematical learning that is essential for identifying patterns, promoting problem solving, and developing spatial sense and reasoning.

The development of face processing skills

1992 ◽  
Vol 335 (1273) ◽  
pp. 105-111 ◽  
Keyword(s):  
Young Children ◽  
Older People ◽  
Face Processing ◽  
Inspection Time ◽  
Older Children ◽  
Priming Effects ◽  
Gradual Development ◽  
Identity Priming ◽  
Background Context

An early orientation to faces is followed by a gradual development of face processing skills. During the course of maturation, children acquire the ability to learn new faces and to deal with facial transformations. Some skills are achieved more quickly than others. Moreover, encoding ability in young children is somewhat different from that shown by older children. The younger groups fail to take advantage of increased inspection time and stimulus characteristics such as facial distinctiveness. They are also more likely to be confused by alterations in background context. Although with familiar faces they reveal very similar identity priming effects to older children and adults, younger children display a relative inefficiency in categorizing faces as being that of a target unless it is noticeably dissimilar. Young children are more likely than older people to prefer positive caricatures of certain faces, which is not consistent with the view that caricature effects are simple reflections of a general expertise with faces.

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