Children, Elders, and Materials Composing Together: A Qualitative Study of Two Intergenerational Art Programs

Heydon, Rachel; Stooke, Rosamund; McKee, Lori

doi:10.1007/978-3-030-81965-1_14

Cited by 1 publication

(2 citation statements)

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“…These four activities are very interesting tools to stimulate and reinforce children's learning, to involve grandparents in their grandchildren's education and to take advantage of their knowledge and experience, as well as their ability to stimulate their grandchildren to turn free time into valuable leisure time that maximises the family's well-being and development. Moreover, this learning environment in families can lead to the joint organization of diverse experiences of cultural [17,18], recreational [16] or environmental leisure [19][20][21][22][23], thus fostering in children, from the stage of primary education, the acquisition and reinforcement of habits in the practice of leisure that are likely to endure throughout their lives, especially as the scientific literature evidences that it is in this period that the future traits of an individual are founded [40,41].…”

Section: Discussionmentioning

confidence: 99%

“…Different leisure practices underpin intergenerational learning, including those related to digital leisure and mobile technology [13,14], physical leisure activities with sports and orienteering activities [15], playful leisure activities such as board games [16], cultural leisure experiences with arts and cultural activities [17,18] or initiatives enjoyed in the natural environment such as family or urban gardens [19][20][21][22][23].…”

Section: Introductionmentioning

confidence: 99%

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Do Grandparents Contribute to Their Grandchildren’s Learning through Shared Leisure Activities?

Alonso Ruiz,

Sanz Arazuri,

Sáenz de Jubera Ocón

et al. 2024

Education Sciences

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Intergenerational leisure can be a tool to stimulate and reinforce the learning of primary school students. The aim of this study was to examine which leisure activities shared by grandparents and their grandchildren are carried out from the perception of intergenerational learning as one of the main reasons for joint practice, and its link with the grandparents’ level of education. An ad hoc questionnaire was administered to 329 students aged 6 to 12 years in the north of Spain, and a descriptive study and inferential analysis of the data were carried out. The leisure activities that students highlight the most as experiences in which they perceive that by sharing them with their grandparents, they learn from them, are board games, artistic activities, caring for plants or gardens and reading. There are only significant differences in the learning perceived by primary school students depending on the level of education of their grandparents in caring for plants or vegetable gardens, as the grandparents of children aged 6 to 12 in the northern part of Spain are more able to teach their grandchildren to care for plants or vegetable gardens when their level of education is primary education. These four activities highlighted by the grandchildren as facilitators of knowledge are very interesting instruments to stimulate and reinforce the education of primary school students, so involving grandparents in their grandchildren’s education and taking advantage of their knowledge and experience, as well as their ability to stimulate their grandchildren, is a good strategy to turn free time into valuable leisure time.

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