Developing Intergenerational Learning Programs Between Older Adults and Young Children: Insights from John Dewey’s Educational Philosophy
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The accelerating global trends of population aging and declining birth rates have deepened the generational divide, leading to a fragmentation of intergenerational relationships. As traditional family and community networks continue to weaken, interactions between older adults and young children have diminished, adversely impacting cultural transmission and social cohesion. Intergenerational Learning (IGL) offers a promising pedagogical approach to fostering mutual development and enhancing social connectedness across generations. Grounded in John Dewey’s educational philosophy, the following implications can be drawn for the design of intergenerational learning programs between older adults and young children: (1) the themes should be grounded in the shared interests of older adults and young children; (2) the curriculum should be closely connected to the lived experiences of both generations; and (3) the program should aim to foster the development of thinking abilities in both older adults and young children.
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