Intergenerational Bonds: The Contributions of Older Adults to Young Children's Lives

ISBN-13: 9783030819644 / Angielski / Twarda / 2022

Mary Renck Jalongo; Patricia A. Crawford

Spis treści

Foreword

Margaret Kernan, International Child Development Initiatives, Leiden, NETHERLANDS

Giulia Cortellesi, International Child Development Initiatives, Leiden, NETHERLANDS

Preface

Mary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USA

PART ONE: YOUNG CHILDREN’S CONCEPTS OF AGING

Chapter 1: Counteracting Ageism: Promoting Accurate Concepts About Aging in Young Children

Sandra L. McGuire, Emerita, College of Nursing, University of Tennessee, Knoxville, TN, USA

Chapter 2: Capturing Children’s Perspectives: Older Adults in Images and Words

Keith A. Anderson, Ph.D. Program Director, School of Social Work, University of Texas at Arlington, Arlington, TX, USA

Chapter 3: Forging Intergenerational Understanding through Children’s Literature

Patricia A. Crawford, University of Pittsburgh, Pittsburgh, PA, USA

Chapter 4: Explaining Dementia and Memory Loss to Young Children in Developmentally Appropriate Ways

Amanda Gernant, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USA

Laura A. Knight, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USA

Ingrid J. Krecko, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USA

Chapter 5: Helping Young Children to Cope with the Loss of an Older Adult:

Developmental Perspectives and Picturebooks as a Resource

Natalie Conrad Barnyak, Early Childhood, University of Pittsburgh at Johnstown, Johnstown, PA, USA

Mary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USA

Patricia A. Crawford, University of Pittsburgh, Pittsburgh, PA, USA

PART TWO: YOUNG CHILDREN AND OLDER EXTENDED FAMILY MEMBERS

Chapter 6: Parenting Intergenerationally: Seniors Raising Young Children

Laurie Nicholson, Emerita, Indiana University of Pennsylvania, Indiana, PA, USA

Chapter 7: Supporting Young Children with Disabilities: The Role of Grandparents

Louise Kaczmarek, Emeritus Faculty, Special Education, School of Education, University of Pittsburgh, Pittsburgh, PA

Chapter 8: Intergenerational Relationships: Stories from Selected Countries in the Pan Pacific Region

Marjory Ebbeck, Professor Emeritus, University of South Australia, Magill, AUSTRALIA

Hoi Yin Bonnie Yim, Associate Professor, Deakin University, Geelong, AUSTRALIA

Lai Wan Maria Lee, President, Pacific Early Childhood Education Research Association, HONG KONG

Chapter 9: Promoting Prosocial Behavior in Young Children: Older Adults as Role Models

Mary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USA

Wanda Boyer, Faculty of Education, University of Victoria, Victoria, BC, CANADA

Albert F. Hodapp, School Psychologist (Retired), Clear Lake, IA, USA

PART THREE: PROMOTING POSITIVE INTERGENERATIONAL RELATIONSHIPS IN COMMUNITIES

Chapter 10: Facilitating Intergenerational Experiences in Community Settings for Young Children and Older Adults

Simone DeVore, Professor Emeritus, Early Childhood / Special Education, University

of Wisconsin-Whitewater, Whitewater, WI, USA

Chapter 11: Building Community: Intergenerational Projects with Young Children

Matthew Kaplan, Department of Agricultural Economics, Sociology, and Education

The Pennsylvania State University, University Park, PA, USA

Elizabeth Larkin, Professor Emeritus, University of South Florida, Tampa, FL, USA

Chapter 12: Volunteering: Reciprocal Benefits for Older Adults and Young Children

Mary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USA

PART FOUR: LITERACY AND LEARNING

Chapter 13: Children, Elders, and Materials Composing Together: A Qualitative Study of Two Intergenerational Art Programs

Rachel M. Heydon, Faculty of Education, Western University, Ontario, CANADA

Rosamund Stook, Faculty of Education, Western University, Ontario, CANADA

Lori L. McKee, Faculty of Education, St. Francis Xavier University, Ontario,CANADA

Chapter 14: Building Young Children's Foundational Skills in Mathematics:

The Contributions That Older Adults Can Make

Jonathan Brendefur, President, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USA

Sam Strother, Director of Professional Development, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USA

Jana Estes, Mathematics Instruction Specialist, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USA

Chapter 15: Digital Game Apps and Electronic Books: Fostering Relationships between Young Children and Older Adults

Tracy A. McNelly, Education Department, Saint Vincent College, Latrobe PA, USA

Jessica Harvey, Communication Department, Saint Vincent College, Latrobe PA, USA

O autorze

Mary Renck Jalongo is a professor emerita with 37 years of experience at Indiana University of Pennsylvania (IUP). In 1991-92, she was named IUP’s professor of year, an award based on teaching, research, and service. Dr. Jalongo has written, co-authored, or edited more than 40 books, many of them successful textbooks in early childhood education such as Early Childhood Language Arts (6 ^th edition), Creative Thinking and Arts-Based Learning (7 ^th edition), and Exploring Your Role in Early Childhood Education  (4 ^th ed.). Her professional journal articles have earned eight national awards for excellence in writing, including four EDPRESS awards.

Dr. Jalongo's work with two of the leading organizations in the field—Association for Childhood Education International and the National Association for the Education of young children--includes two ACEI Position Papers, four books, articles, and brochures. She is a former teacher of preschool, first grade and second grade students and has designed curriculum for children of migrant farm workers, Head Start, public television, nonprofit organizations, and correctional facilities. In 2019, she was recognized for 25 years of exemplary service as the editor-in-chief of Early Childhood Education Journal that is published six times per year. She continues to serve as editor-in-chief of the Springer Nature book series, Educating the Young Child, that has published 17 titles since 2007.

Patricia A. Crawford is an associate professor in the School of Education at the University of Pittsburgh, where she holds appointments in the Early Childhood Education and Language, Literacy, and Culture programs. She began her career as a teacher of young children and received her PhD from the Pennsylvania State University. Prior to returning to her native Pennsylvania, Dr. Crawford taught in teacher education programs in Maine and Florida. She has worked with teachers and teacher educators in many places throughout the world.

Dr. Crawford is the current editor-in-chief of Early Childhood Education Journal, and serves as an editor of the Educating the Young Child book series, both published by Springer Nature. She also serves on editorial boards for The Reading Teacher, Dragon Lode, and the Journal of Research in Childhood Education. She has written widely on connections across the areas of early childhood, literacy, and teacher education, and has a particular passion for exploring topics related to the content, power, and potential of literature in the lives of children. 

Blurb

This book studies the many different ways in which the lives of the first, third, and fourth generations intersect and the reciprocal benefits that can accrue from establishing positive intergenerational bonds. The unifying feature across the chapters is that the authors view these relationships as a powerful influence on Quality of Life (QoL). The book takes the stance that older adults figure prominently in the QoL of young children, with the latter group defined here as ranging in age from infancy up to and including eight years of age. It examines how bonds with older adults can affect young children’s functioning across developmental domains—physical, emotional, social, and cognitive. It addresses questions of importance to those who have a commitment to the very young such as: “What benefits can young children derive from positive bonds with older adults?”, “How do young children understand the aging process and develop respect for the elderly?”, “How can published research be used to guide both informal and formal interactions between the older generation and the newest one?” and, finally, “How can various stakeholders such as professionals, families, organizations, and communities collaborate to enrich and enlarge the kind and amount of support that older adults provide to the very young child?”