Abstract/Notes: Educational institutions in higher education both in Europe and in the United States are increasingly integrating lifelong learning in a context of sustained augmentation of age diversity among their students. Therefore, multiage and multigenerational classrooms are becoming more frequent teaching and learning settings. This article argues that multigenerational classrooms in formal higher education may constitute windows of opportunity to rethink the practice of teaching as far as they epitomize venues for triggering processes of intergenerational learning. This type of learning stems from an awareness of differences accrued through individual and group affiliation to diverse generational positions. Furthermore, the article provides conceptual delineation and insight regarding the practice of teaching and learning in multigenerational classrooms. Primarily concerned with how higher education instructors may see and understand multigenerational classrooms as distinctive settings for their teaching to lifelong learners, the authors explore how age differences among students and instructors can be framed in ways that contribute to content- and interaction-rich intergenerational teaching-learning processes. A multigenerational classroom is deemed to be one in which some of its members from various generations have a certain degree of generational awareness of belonging to different/same generations. Against attaching a specific set of attitudes, beliefs, and behaviors to people according to their generational affiliation, this article suggests that it is the dynamic relation between inter- and intragenerational differences and commonalities that needs to be taken into account when considering multigenerational classrooms.

Language: English

DOI: 10.1080/03601277.2013.844039

ISSN: 0360-1277

Abstract/Notes: This study evaluated the effects of an intergenerational Montessori after-school program on the engagement, affect, and quality of life of older adults with memory concerns and on the attitudes of children toward older adults. Eleven older adults were paired with 11 children to participate in a 45-min after-school activity program. Observations of engagement and affect during the interactions were collected 3 times a week for 4 weeks. The older adults' engagement and affect also were observed during 45-min planning/discussion sessions without the children present before their arrival to the program. Results revealed significant differences in older adults' engagement and positive affect when the children were present. Significant pre–post improvements in reported quality of life and maintenance of cognitive status were associated with program participation. Children demonstrated more active than passive engagement and more happy than neutral affect during activity sessions. Four of the seven children improved their positive ratings of older adults. This program documented success in improving engagement and affect in older adults with mild memory concerns while engaging with children. Future studies with a larger sample of participants with varying degrees of memory impairment are needed to investigate the potential of this promising program.

Language: English

DOI: 10.1044/2021_AJSLP-20-00259

ISSN: 1058-0360, 1558-9110

Abstract/Notes: Montessori-based activities for persons with dementia have been used to successfully provide opportunities for programming between older adults and preschool children in shared site intergenerational care programs. Such intergenerational programming allows older adults with dementia to fulfill roles of teacher or mentor to younger children or as collaborative workmates for persons with more advanced dementia while providing children with positive one-on-one interactions with older adults. We review several studies using this approach; describe characteristics of the programs, participants, and results obtained; and provide recommendations for those interested in extending this line of work.

Language: English

DOI: 10.1080/15350770.2011.618374

ISSN: 1535-0770

Abstract/Notes: An intergenerational program bringing together older adults with dementia and preschool children in one-on-one interactions is described. Montessori activities, which have strong ties to physical and occupational therapy, as well as to theories of developmental and cognitive psychology, are used as the context for these interactions. Our experience indicates that older adults with dementia can still serve as effective mentors and teachers to children in an appropriately structured setting.

Language: English

DOI: 10.1093/geront/37.5.688

ISSN: 0016-9013

Language: English

ISSN: 1522-9734

Abstract/Notes: The authors accept urban reform as their main calling with their aim being to break the poverty cycle with a multi-faceted, educational, and family-centered approach. The authors speak about providing a broad range of education programs and social services including low-cost housing in comfortable apartments for single mothers, early childhood educational programs, adult education programs, career coaching and job skills training, family support referrals, a home visitation program, a children's garden, whole-family practical-life orientation, and a community center. [This talk was presented at the NAMTA conference titled: "Montessori from Birth to Six: In Search of Community Values," Minneapolis, MN, November 7-10, 2013.]

Language: English

ISSN: 1522-9734

Language: English

Abstract/Notes: Many older individuals have cohort-specific knowledge that may not be known by young caregivers. By providing familiar information, using Montessori principles that key into the remaining abilities of those with dementia, it is possible for the younger caregivers to successfully facilitate satisfying, interactive programs. Forty activity directors and staff, age 25–50, in long-term care settings interacted with residents age 56–100 in groups of 10 or more in both an activity intervention and standard activities. The younger caregivers indicated positive responses to the activity intervention and demonstrated increases in positive attitudes toward cognitively impaired, elderly residents, which was due to the intervention that provides the structure and materials to overcome both the skills gap and intergenerational knowledge gap for those staff that have them.

Language: English

DOI: 10.1080/15350770.2011.568340

ISSN: 1535-0770

Language: English

Abstract/Notes: According to the World Health Organization, there are currently more than 55 million people living with dementia worldwide, and this figure is expected to triple by 2050. Recent studies suggest that there may be a link between childhood trauma (which refers to exposure to overwhelmingly stressful experiences before the age of 18 years) and the onset of dementia in later life. Therefore, in communities caring for persons living with dementia, some residents may have been exposed to trauma in childhood. Currently, there is an increasing awareness of the negative impact of childhood trauma on later adult health and well-being, and a corresponding recognition of the need for services, including for dementia care, to be trauma-informed. In the last decade, the Montessori Method has become established as a legitimate approach to elder/dementia care. However, it has not yet been examined as a trauma-informed approach. The aim of this paper is to address that gap by (a) highlighting how Maria Montessori took steps to integrate interdisciplinary knowledge of trauma into her Method when she began to understand the potential of childhood trauma to adversely impact adult health and well-being, and (b) outlining how the Montessori Method, when applied to dementia care, incorporates many of the core principles of trauma-informed practice. This paper concludes that the Montessori Method for dementia care has the built-in capacity to be trauma-sensitive and trauma-responsive, but that its ongoing rollout should follow Montessori’s lead by specifically integrating knowledge about the neurobiology of trauma into its training programs.

Language: English

DOI: 10.17161/jomr.v9i2.19480

ISSN: 2378-3923