Elizabeth Larkin

Shaping the Learning Environment: Connecting Developmentally Appropriate Practices to Brain Research

Connections are shown between recent findings in brain research and principles of Developmentally Appropriate Practices to explore the implications for early childhood learning environments and teaching practices. New research on how the growing mind learns appears to bear out the value of NAEYCs constructivist approach to early childhood education where environments are designed to gain the learners attention, foster meaningful connections with prior understanding, and maximize both short- and long-term memory through patterns and active problem solving. Each unique learner needs to feel challenged, but not fearful, so that stimulating experiences result in an exchange of ideas and promote deeper understanding.

Introducing Standards and Guidelines: A Rationale for Defining the Knowledge, Skills, and Dispositions of Intergenerational Practice

Abstract This article traces the history of efforts to professionalize the Intergenerational field through the development of competencies and standards for practice in different program settings and roles. The authors propose a new set of Guidelines & Standards that identify a common knowledge base to begin unifying this specialized field and to ensure effective professional practices. The new Guidelines & Standards were widely disseminated for feedback, revised several times, and are now being piloted in a graduate program at The University of Findlay.

Intergenerational learning through play

Play is universal. No matter who you are or where you live, play is a way to learn about yourself and the world around you. Shared play experiences are a good way to build mutually beneficial relationships among younger and older generations, and these interactions contribute to cognitive growth, improved social skills, physical development and emotional well-being. This article outlines why intergenerational play is important, provides informative background information on the topic of play, and suggests appropriate toys, materials, and games for bringing the generations together in positive play experiences.

Leadership in Intergenerational Practice: In Search of the Elusive "P" Factor--Passion.

Intergenerational programs and practices refer to a wide range of initiatives which aim to bring people of different generations together to interact, educate, support, and provide care for one another. Insofar as there is such rapid growth in intergenerational program activity taking place at the national and international levels, it is pertinent to wonder how we can cultivate innovative, effective leaders in a variety of professional roles and settings. This article explores various conceptions about how to prepare and inspire intergenerational professionals. Beyond focusing on the set of skills and knowledge that practitioners need to function effectively, we argue that there are certain personal dispositions that are integral to leadership in this field. To illustrate how passion, what the authors call the p-factor , contributes to exemplary intergenerational practice, several examples are provided of intergenerational professionals who emanate this quality. Implications for preparing future intergenerational leaders are considered.

Standards for intergenerational practice: A proposal

Abstract In this article, the authors propose six standards for the work of Intergenerational Specialists in an emerging field of professional practice. These standards are intended to guide students in academic settings who are preparing to work as Intergenerational Specialists in direct service roles, administrative capacities, or the supervision and training of others in the field. In addition, they might also be considered useful guidelines for program developers who want to ensure mutually beneficial interactions between younger people and older adults in any kind of organized intergenerational context. The proposed Standards for Intergenerational Practice are currently being piloted by students in a graduate degree program, and eventually will be submitted to Generations United for endorsement and widespread acceptance by the field. These basic principles are consistent with NAEYCs Developmentally Appropriate Practices for early childhood programs, and they are also consistent with ethical practices in programs for older adults.

Designing Brain Healthy Environments for Intergenerational Programs

Intergenerational relationships are at the center of programs designed to bring younger and older populations together for their mutual benefit. The physical spaces used for intergenerational interactions should be designed in such a way as to promote the development of positive relationships among people of different ages. Research in the neurosciences provides a basis for creating environments that are conducive to intergenerational interactions that stimulate cognitive interest and rewarding social engagement. This article will bring elements of environmental design together with brain research principles to outline appropriate applications for intergenerational programming, including arranging spaces and planning activities with a participant-centered approach. The goal is to provide a scientifically based rationale for organizing environments that are safe and welcoming for all age groups and also support multisensory experiences that stimulate positive human interaction.