Page 139 - Petelin, Ana, and Šarabon, Nejc. 2018. Eds. Zdravje starostnikov / Health of the Elderly. Znanstvena monografija / Proceedings. Koper: University of Primorska Press
P. 139
Kobayashi, 2013), fight social isolation (Gualano et al., 2017) and gratifica- intergenerational programs as a solution to the social isolation of the elderly 139
tion for their contribution to the community (Newman and Hatton-Yeo, 2008;
Morita and Kobayashi, 2013). IGP also completes the need of elderly people to
be purposeful and meaningful, it gives them the opportunity to share lived ex-
periences and to exchange generational differences and skills, sharing news
and views on common interests (Cook and Bailey, 2013). Researchers (Fried et
al., 2013) defined three reasons for dropping out; medical problems lack of time,
loss of interest and mortality. Gualano et al. (2017) mention the importance of
the settings where the IGP is implemented. In particular, the careful organiza-
tion of evidence-based IG activities appeared to be extremely important (Jar-
rott and Smith, 2011; Jarrott et al., 2011; Gualano et al., 2017). It is the role of fa-
cilitators to offer a program, which draws out the strengths of both generations,
and to promote sustained attention and self-motivated involvement, while en-
suring that older adults and children are always the main focus of the IGP
(Morita and Kobayashi, 2013). No projects or programs can be easily initiated
without support from public policies (Yasunaga et al., 2016). This includes re-
alistic recognition of political and community realities (Fried, et al., 2013). As
well as the variety of settings, a wide heterogeneity of IG activities emerged,
such as reading, mentoring, dancing, or playing. (Gualano et al., 2017). In liter-
ature we found two examples of the evidence-based IG practice; “REPRINTS”
(Research of Productivity by Intergenerational Sympathy) in Japan (Yasuna-
ga et al. 2016) and The Experience Corps (EC) in USA (Fried, 2013). In EU are
Kindergarten project (Spain), Generation Gardens (Netherlands) (Fitzpatrick,
2013), Hand in Hand (Slovenia) (Narat et al., 2012; Fitzpatrick, 2013) and many
others (Fitzpatrick, 2013).
We cannot forget that social engagement can take many forms, ranging
from close friendships to participation in novel activities and all of them result
in acquisition of new behavioural repertoires and ideas (Sakurai, 2016).
Discussion
Clearly, fun and enjoyment is a key motivator for young children’s learning
whether in the company of their peers, or older people. It is important that we
pay attention to categorising IG practice according to their forms, functions
and learning areas (Fitzpatrick, 2013). The main expressed needs to reach an
improvement of IGP are: increase of the number of participants or staff, the
necessity of higher resources and the expansion of the projects (Morita and
Kobayashi, 2013). The implementation of strictly evidence-based IG activities
appears to be remarkably fascinating (Gualano et al., 2017).
IGP with preschool children bring smiles and conversation to older
adults. Smiles and conversation correspond to interpersonal acceptance, which
is a basic human need. When older adults are given meaningful roles as men-
tors or role models, they are reminded of their ability to contribute to society.
So there is a need for developing new programs which would fulfil the space
with natural smiling and laughter. (Morita and Kobayashi, 2013).
tion for their contribution to the community (Newman and Hatton-Yeo, 2008;
Morita and Kobayashi, 2013). IGP also completes the need of elderly people to
be purposeful and meaningful, it gives them the opportunity to share lived ex-
periences and to exchange generational differences and skills, sharing news
and views on common interests (Cook and Bailey, 2013). Researchers (Fried et
al., 2013) defined three reasons for dropping out; medical problems lack of time,
loss of interest and mortality. Gualano et al. (2017) mention the importance of
the settings where the IGP is implemented. In particular, the careful organiza-
tion of evidence-based IG activities appeared to be extremely important (Jar-
rott and Smith, 2011; Jarrott et al., 2011; Gualano et al., 2017). It is the role of fa-
cilitators to offer a program, which draws out the strengths of both generations,
and to promote sustained attention and self-motivated involvement, while en-
suring that older adults and children are always the main focus of the IGP
(Morita and Kobayashi, 2013). No projects or programs can be easily initiated
without support from public policies (Yasunaga et al., 2016). This includes re-
alistic recognition of political and community realities (Fried, et al., 2013). As
well as the variety of settings, a wide heterogeneity of IG activities emerged,
such as reading, mentoring, dancing, or playing. (Gualano et al., 2017). In liter-
ature we found two examples of the evidence-based IG practice; “REPRINTS”
(Research of Productivity by Intergenerational Sympathy) in Japan (Yasuna-
ga et al. 2016) and The Experience Corps (EC) in USA (Fried, 2013). In EU are
Kindergarten project (Spain), Generation Gardens (Netherlands) (Fitzpatrick,
2013), Hand in Hand (Slovenia) (Narat et al., 2012; Fitzpatrick, 2013) and many
others (Fitzpatrick, 2013).
We cannot forget that social engagement can take many forms, ranging
from close friendships to participation in novel activities and all of them result
in acquisition of new behavioural repertoires and ideas (Sakurai, 2016).
Discussion
Clearly, fun and enjoyment is a key motivator for young children’s learning
whether in the company of their peers, or older people. It is important that we
pay attention to categorising IG practice according to their forms, functions
and learning areas (Fitzpatrick, 2013). The main expressed needs to reach an
improvement of IGP are: increase of the number of participants or staff, the
necessity of higher resources and the expansion of the projects (Morita and
Kobayashi, 2013). The implementation of strictly evidence-based IG activities
appears to be remarkably fascinating (Gualano et al., 2017).
IGP with preschool children bring smiles and conversation to older
adults. Smiles and conversation correspond to interpersonal acceptance, which
is a basic human need. When older adults are given meaningful roles as men-
tors or role models, they are reminded of their ability to contribute to society.
So there is a need for developing new programs which would fulfil the space
with natural smiling and laughter. (Morita and Kobayashi, 2013).
