intergenerational learning between children and grandparents in east London

Kenner, Charmian; Ruby, Mahera; Jessel, John; Gregory, Eve; Arju, Tahera

doi:10.1177/1476718x07080471

Cited by 71 publications

(46 citation statements)

References 15 publications

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“…Geurts et al [10] found that more frequent contact with a grandchild during childhood helped strengthen their relationship throughout life. Kenner et al [18] showed that learning was enhanced for both grandparents and grandchildren when they jointly participated in activities. We also see that grandparent-grandchild relationships often depend on parents to help establish the relationship and subsequent communication [4].…”

Section: Studies Of Family Communicationmentioning

confidence: 99%

The routines and needs of grandparents and parents for grandparent-grandchild conversations over distance

Forghani

Neustaedter

2014

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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A variety of systems have been designed to support communication between distance-separated grandparents and grandchildren. Yet there are few studies of the actual conversational routines of these groups as well as the social challenges that might arise as a result of technology usage. To address this gap, we conducted an interview and diary study that explores the conversational practices of distanceseparated grandparents and young grandchildren (aged 3-10) from the perspective of the grandparents and parents of the children. Our results describe the focus of grandparentgrandchild conversations. and show that grandparentgrandchild communication is not without its challenges: grandparents sometimes feel self-conscious, perceive that parents or children will be annoyed if they ask too many questions, and do not want to interfere too much in their grandchildren's lives. The implication is that designs should attempt to support the conversation routines and needs of grandparents and grandchildren while attempting to mitigate the social challenges.

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Section: Studies Of Family Communicationmentioning

confidence: 99%

The routines and needs of grandparents and parents for grandparent-grandchild conversations over distance

Forghani

Neustaedter

2014

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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“…Their research findings showed that intergenerational learning and interaction provide benefits for grandparents, such as having a good time with their grandchildren, relaxation, sharing special times, and feeling emotionally fulfilled, at the same time as they reinforce their grandchildren scientifically and technologically in thinking and learning (Jane & Robbins, 2007). Another study, performed by Kenner, Ruby, Jessel, Gregory, and Arju (2007), demonstrated that when young children and grandparents jointly participate in events ranging from storytelling to computer activities, the exchange of knowledge enhances learning for both generations. While intergenerational exchange differs according to each family's linguistic and cultural background, the most striking finding is that many aspects are similar.…”

Section: Discussion and Suggestionsmentioning

confidence: 99%

Primary School Teachers’ Views on Intergenerational Learning

Polat

Kazak²

2015

EDUC SCI-THEOR PRACT

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The purpose of this study is to determine the views of primary school teachers on intergenerational learning (IGL). The study group consists of eight primary schools in the central district of Düzce during the 2013-2014 academic year and 13 teachers who teach in these schools. Participants were selected among teachers working in Düzce's city center by using the criterion sampling method, one of the purposive sampling methods. Phenomenological design, a qualitative research design, was used in the study. The data was collected by the researcher through semi-structured interview questions that were developed through pre-interviews conducted with the teachers alongside research into the literature. According to the research findings, IGL is not a conscious, effective, or consistent situation among teachers from different generations. Members of younger and older generations were determined to not be eager enough to learn from each other in order to improve themselves. Inquirybased learning and observational learning were more preferred as intergenerational learning methods among teachers from different generations. While the younger generations of teachers assist the older ones more with technological issues; the older generations of teachers convey their experiences in classroom management to the younger ones. The most important obstacle preventing intergenerational learning between teachers from different generations is lack of communication.

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“…Other work using sociocultural theory recognizes prolepsis, but at the same time illustrates a synergy between generations, whereby the older members of a culture learn equally from the younger either by the act of teaching or by acknowledging and learning from new knowledge that might inform existing practices. Use of digital and internet learning are examples of this (Flewitt, Messer, and Kucirkova 2015;Gregory, Arju, Jessel, Kenner, and Ruby 2007;Kenner, Ruby, Jessel, Gregory, and Arju 2007). Taking this perspective, questions for teachers to ask will be: In which social and cultural practices does reading play an important and integral part for the child?…”

Section: A Third Perspective: the Personal Value Of Readingmentioning

confidence: 99%

Learning to read: A third perspective

Gregory

2016

Prospects

Self Cite

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How children learn to read is a controversial matter. Since the teaching of literacy has always been a major purpose of schooling, pedagogy and teaching methods have generally framed research and practice. Psychologists and linguists have played a major role in determining what we mean by ''literacy learning''. Although they disagree on whether children should start with phonics and work toward meaning or vice versa, both limit the task to the cognitive and linguistic capabilities of the individual. In this article, I argue for an extension of this paradigm, whereby sociocultural theories are given equal value with both psychological and linguistic perspectives. Using examples from ethnographic studies in London, I show how children learn complex texts by becoming members of communities they wish to join. Through playing, rehearsing, modelling, and practice, they learn the value of literacy alongside the cognitive and linguistic skills needed for learning to take place.Keywords Sociocultural theories Á Play Á Mediators Á Rehearsal Á Prolepsis Á Learning to read ''Learning to read'' means different things to different people at different times and in different places. To many poorer children and their families in nineteenth-century Britain, it meant learning by heart the Bible or other religious texts at Sunday school. The method of memorizing holy texts continues to this day, since such texts are often couched in an unfamiliar language or use difficult and formal vocabulary. For a Muslim child, learning to I would like to dedicate this article to the memory of Brian Street, who had a powerful influence on all my work throughout many years. This was the last paper Brian invited me to write and his ideas emerge strongly throughout the piece.

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intergenerational learning between children and grandparents in east London

Cited by 71 publications

References 15 publications

The routines and needs of grandparents and parents for grandparent-grandchild conversations over distance

The routines and needs of grandparents and parents for grandparent-grandchild conversations over distance

Primary School Teachers’ Views on Intergenerational Learning

Learning to read: A third perspective

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