“It is Good to Spend Time with Older Adults. You Can Teach Them, They Can Teach You”: Second Grade Students Reflect on Intergenerational Service Learning

Fair, Cynthia D.; Delaplane, Emily

doi:10.1007/s10643-014-0634-9

Cited by 38 publications

(13 citation statements)

References 18 publications

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“…For example, middle-aged Latinx women who were part of a support group were able to form friendships and engage with one another by sharing knowledge, advice, and by teaching each other how to perform certain tasks (e.g., how to download a show on the internet; Fitts & McClure, 2015). Even in older adulthood, people can learn new skills through their interactions with children, grandchildren, and friends (Fair & Delaplane, 2015;Findsen, 2006;Mori & Harada, 2010). These examples demonstrate that the lifelong process of learning new skills does not always have to happen in a structured, educational setting with a skilled instructor, although skill learning is also facilitated in those situations.…”

Section: Informal Instructorsmentioning

confidence: 99%

Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan

Sheffler

Rodríguez

Cheung

et al. 2021

WIRES Cognitive Science

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Across the lifespan, learners have to tackle the challenges of learning new skills. These skills can range from abilities needed for survival, such as learning languages, learning to walk during infancy, and learning new software for a job in adulthood, to abilities related to leisure and hobbies. As the learner progresses through novice to expert stages, there are cognitive and metacognitive, motivational, and resource considerations for learning new skills. In terms of cognitive considerations, fluid and crystallized abilities as well as executive functions interact to help the learner process and retain information related to the skills. In terms of metacognitive considerations, knowing what to learn and how to learn are important for novel skill learning. In terms of motivational considerations, changes in individuals' intrinsic and extrinsic motivation throughout the lifespan impact their pursuit of novel skill learning, and declines in motivation can be buffered through the cultivation of grit, growth mindset, self-efficacy, and other personal factors. In terms of resource considerations, there are many tools that learners can use to acquire new skills, but allocation and availability of these resources differ based on life stage and socioeconomic status. Taken together, these considerations may provide learners with the best chance at acquiring new skills across the lifespan. Further research investigating these three factors, particularly among older adult learners, and their interactive effects could help increase our understanding of their impacts on skill learning and inform future cognitive interventions that can be tailored to learners' unique needs.

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Section: Informal Instructorsmentioning

confidence: 99%

Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan

Sheffler

Rodríguez

Cheung

et al. 2021

WIRES Cognitive Science

View full text Add to dashboard Cite

show abstract

“…By contrast, more recent research emphasizes that intergenerational learning should be framed as a bidirectional development process rather than a "oneway street," because both generations can benefit from intergenerational exchange (Fair & Delaplane, 2015;Knight et al, 2014). From this point of view, all employees-irrespective of their age or position within the company-possess unique knowledge that they can share with their colleagues (Fuller & Unwin, 2004;Senge, 1990).…”

Section: Intergenerational Learning In Organizationsmentioning

confidence: 99%

A Phase Model of Intergenerational Learning in Organizations

Gerpott

Lehmann‐Willenbrock

Voelpel

2017

AMLE

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“…The kindergarten and first-grade students noted that they felt helpful and appreciated the chance to build relationships with people outside of their classroom through this experience. Fair and Delaplane (2015) studied a year-long intergenerational service-learning project where second-grade students made monthly visits to senior citizens at local retirement communities and together worked on crafts, drew, or simply talked. Second-grade students' reflective writing demonstrated a more complex understanding of the abilities of older people, multiple perspectives, and emotions such as feeling joy and helpful.…”

Section: Literature Review Service Learning and Early Childhood Educamentioning

confidence: 99%

Banners for Books: “Mighty-Hearted” Kindergartners Take Action through Arts-Based Service Learning

Montgomery

Miller

Foss

et al. 2015

Early Childhood Educ J

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Teaching about the Universal Declaration of Human Rights, which was adopted by the United Nations General Assembly in 1948, is one way to support students' learning about issues of fairness. However, learning about this document is not enough. Students need to have experiences where they explore issues of justice and equity in order to learn about respect and dignity for others. The present study explored an arts-based project in a kindergarten classroom about the Universal Declaration of Human Rights Article 26-The Right to Education. Over the course of several months, nineteen kindergarten students learned about educational inequities around the world and specifically about an under-resourced partner school in El Salvador. Children's literature about human rights became the catalyst for critical conversations, written responses, and drawings inspiring action. Students worked to address injustice by screen printing images they drew about their beliefs regarding a child's right to education on fabric banners to raise awareness about school inequity. These banners were then displayed in their school and in the partner school. Overall findings from students' discussions, writing, illustrations, and interviews indicated that the kindergartners were able to recognize their own rights and educational privilege. Through the project they demonstrated active citizenship centered on care and sought further connections with children at the partner school. In using arts-based service learning, educators involved in the study discovered how art can be used as a creative process and a teaching method to support young learners raising awareness about global inequities.

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“It is Good to Spend Time with Older Adults. You Can Teach Them, They Can Teach You”: Second Grade Students Reflect on Intergenerational Service Learning

Cited by 38 publications

References 18 publications

Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan

Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan

A Phase Model of Intergenerational Learning in Organizations

Banners for Books: “Mighty-Hearted” Kindergartners Take Action through Arts-Based Service Learning

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