Meaning-making in an intergenerational project: a dialogic narrative analysis of young children’s interactions with older adults

Lyndon, S. and Moss, H. (2021) Meaning-making in an intergenerational project: a dialogic narrative analysis of young children’s interactions with older adults. International Journal of Early Years Education. ISSN 0966-9760

[thumbnail of This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Early Years Education on 01/12/2021], available online: http://www.tandfonline.com/10.1080/09669760.2021.2010519] Text (This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Early Years Education on 01/12/2021], available online: http://www.tandfonline.com/10.1080/09669760.2021.2010519)
REVISE~3.DOC - Accepted Version
Restricted to Repository staff only until 1 June 2023.
Available under License Creative Commons Attribution Non-commercial.

Download (110kB) | Request a copy

Abstract

This paper reports on findings from a case study of an intergenerational project between a nursery school and a residential care home for people with dementia in the South-East of England. It examines how multi-modalities support meaning-making between 3-year-old children and older adults. The study is qualitative, interpretative, and explorative. Data was collected using naturalistic observations of children and older adults during intergenerational sessions at the care home and qualitative interviews with nursery school practitioners. The analysis draws on a dialogic narrative approach informed by the work of Mikhal Bakhtin. Our research demonstrates how multi-modalities support young children’s engagement and meaning-making with older adults. The findings explore how the context of the intergenerational sessions was influential in shaping the interactions between the children and older adults. The study contributes to existing research as well as offering new understandings about the interactions between children and older adults within a co-located intergenerational project. Our research would suggest a benefit in the re-establishment of intergenerational practice in a post pandemic context when such encounters pose less physical health risks.

Item Type: Article
Additional Information: Sandra Lyndon & Helen Moss (2021) Meaning-making in an intergenerational project: a dialogic narrative analysis of young children’s interactions with older adults, International Journal of Early Years Education, DOI: 10.1080/09669760.2021.2010519
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1139 Early childhood education
Divisions: Academic Areas > Institute of Education, Social and Life Sciences > Childhood
Depositing User: Sandra Lyndon
Date Deposited: 26 Jan 2022 16:19
Last Modified: 26 Jan 2022 16:19
URI: https://eprints.chi.ac.uk/id/eprint/6100

Actions (login required)

View Item
View Item