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Launching Intergenerational Programs in Early Childhood Settings: A Comparison of Explicit Intervention with an Emergent Approach

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Abstract

What began as a case study of intergenerational initiatives in university-based early childhood programs evolved into a comparative study of two different program implementation processes. Despite operating with the same goals, university partners, and resources, two early childhood centers pursued fundamentally different strategies for launching their intergenerational programs. One site followed what we call an “explicit intervention” with a set timeline and series of planned steps for finding, placing, and involving seniors in classroom activities. The other pursued what we call an “emergent” (or “organic”) strategy with no predetermined plan for finding senior volunteers and integrating them into classroom activities. Drawing on data collected from interviews with program staff and parents, and observations of intergenerational activities, this study serves to describe, compare, and contrast these alternative program initiation strategies. Both models are effective, but represent different approaches to valuing the contributions of older adults in the lives of young children.

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Authors and Affiliations

  1. Intergenerational Programs and Aging, Department of Agricultural and Extension Education, The Pennsylvania State University, 323 Ag Administration Building, University Park, PA, 16802

    Matthew Kaplan

  2. University of South Florida at Sarasota/Manatee, USA

    Elizabeth Larkin

Authors
  1. Matthew Kaplan
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  2. Elizabeth Larkin
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Correspondence to Matthew Kaplan.

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Kaplan, M., Larkin, E. Launching Intergenerational Programs in Early Childhood Settings: A Comparison of Explicit Intervention with an Emergent Approach. Early Childhood Education Journal 31, 157–163 (2004). https://doi.org/10.1023/B:ECEJ.0000012133.71718.2b

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  • DOI: https://doi.org/10.1023/B:ECEJ.0000012133.71718.2b

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