Promoting social and emotional learning in early childhood through intergenerational programming: a systematic review

ABSTRACT

Past research has found that intergenerational programmes can benefit the social and emotional development of participants in the early years. This paper presents a systematic review of studies that address the social and emotional outcomes of young children (aged between 1 and 6 years) who participate in intergenerational programmes.

Objective

The aim of the present systematic review was to (1) provide an update on the state of literature in this area and, (2) gain insight into the ways that intergenerational programming can contribute to the development of social and emotional competencies in early childhood.

Method

From a systematic search of four databases, 13 articles were selected for review.

Results

Findings indicate intergenerational programmes can provide opportunities for children to develop several social and emotional competencies, including self-management, social awareness, relationship skills, and responsible decision making.

Conclusion

This review identified a body of research which indicates intergenerational programmes can lead to positive social and emotional outcomes for young children. Suggestions for future research including more robust study designs are considered for how intergenerational programmes can be incorporated into mainstream early childhood education, which has the potential to lead to lasting benefits for children, older adults, and the wider community.

KEY POINTS

What is already known about this topic:

1. Social Emotional Learning is an important component of early childhood education.

2. Children and adults benefit from intergenerational programs.

3. Early childhood settings provide opportunities for the development of social emotional competences through intergenerational programmes.

What this topic adds:

1. This is an emerging field of early childhood research.

2. Robust study designs can complement and augment our understanding in this field.

3. Evidence on how intergenerational programmes provide opportunities for the development of social emotional competencies.

KEYWORDS:

• Intergenerational programs
• social and emotional learning (SEL)
• social and emotional competencies (SECs)
• early childhood education
• children

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The authors confirm that the data supporting the findings of this study are available within the article and its supplementary materials.

Ethical standards

The ethical principles and procedures specified by The University of Melbourne’s policy document on Human Research and Experimentation have been adhered to in the preparation of this research.

Additional information

Funding

This research received no specific grant from any funding agency, commercial, or not-for-profit sectors.