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Intergenerational Programs for Young Children: Organizational Procedures

Figure 1 Intergenerational Programs for Young Children: Organizational Procedures

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governing both nursing homes and children’s day care centers require that intergenerational activities have par- ticipating staff members from each agency. The statute also requires both agencies to record a written descrip- tion of the intergenerational activities (see Sample B). dents are brought together at the nurs- ing home each Wednesday from 10:00 until 10:45. Activities such as music, storytelling, arts and crafts, and cook- ing are planned in advance by the teacher and the activities director. Pro- cedures and materials must be appro- priate to the developmental needs of both the young and the old. We have identified four essential steps that make planning intergenerational activ- ities more likely to succeed:
governing both nursing homes and children’s day care centers require that intergenerational activities have par- ticipating staff members from each agency. The statute also requires both agencies to record a written descrip- tion of the intergenerational activities (see Sample B). dents are brought together at the nurs- ing home each Wednesday from 10:00 until 10:45. Activities such as music, storytelling, arts and crafts, and cook- ing are planned in advance by the teacher and the activities director. Pro- cedures and materials must be appro- priate to the developmental needs of both the young and the old. We have identified four essential steps that make planning intergenerational activ- ities more likely to succeed:
Please answer the questions:and circle the number on the scale which represents your feelings about the activities which have taken place between you and our children. The results of both our formal and our informal evaluation measures in- dicate positive reactions to the pro- gram from both generational groups as well as the participating staff mem- bers. So much of the value of the pro- gram escapes “measurement” because of the immeasurable nature of the lov- ing, affectional bonds that have oc- curred. In order for these bonds to de- velop, intergenerational programs need to be well planned and carried out by staff from both agencies who are excited about the value of such programs. The activities themselves are “props” for the real drama of youngers and olders growing together by sharing of themselves. Evaluation procedures should be conducted throughout the develop- ment of the program and at the end of each program year. We use both stan- dardized and nonstandardized tools. For the children, we use the CATE (Children’s Attitudes toward the EI- derly) assessment (Jantz, Seefeldt, Galper, & Serock, 1976) in order to evaluated differences in participating and nonparticipating children. We also have a staff member act as a partici- pant observer to collect anecdotal The. highest nuimber on the scale indicates that you liked the activity a great deal, and the lowest number indicates that you did not like the activity at all.
Please answer the questions:and circle the number on the scale which represents your feelings about the activities which have taken place between you and our children. The results of both our formal and our informal evaluation measures in- dicate positive reactions to the pro- gram from both generational groups as well as the participating staff mem- bers. So much of the value of the pro- gram escapes “measurement” because of the immeasurable nature of the lov- ing, affectional bonds that have oc- curred. In order for these bonds to de- velop, intergenerational programs need to be well planned and carried out by staff from both agencies who are excited about the value of such programs. The activities themselves are “props” for the real drama of youngers and olders growing together by sharing of themselves. Evaluation procedures should be conducted throughout the develop- ment of the program and at the end of each program year. We use both stan- dardized and nonstandardized tools. For the children, we use the CATE (Children’s Attitudes toward the EI- derly) assessment (Jantz, Seefeldt, Galper, & Serock, 1976) in order to evaluated differences in participating and nonparticipating children. We also have a staff member act as a partici- pant observer to collect anecdotal The. highest nuimber on the scale indicates that you liked the activity a great deal, and the lowest number indicates that you did not like the activity at all.
Fairlawn Heights Nursing Center Friends: _
Fairlawn Heights Nursing Center Friends: _
Related topics:
PsychologySocial PolicySociology of Education
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