A Study of Promoting Intergenerational Learning between Elderly and Children through Picture Book Activities

• Main Authors: Yi-Ying Chang, 張伊瑩
• Other Authors: Yu-Ching Chen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/05026155514648271911

碩士 === 國立中正大學 === 高齡者教育研究所 === 102 === This study aimed to understand the learning process and outcomes of elderly and children using the picture book intergenerational learning activity, as well as investigate the difficulties encountered by the elderly while participating in the activity and then define corresponding measures. The findings can provide a reference for educational institutions catering to elderly. This study investigated a picture book-based intergenerational learning activity for elderly and elementary school children, in which there were 16 elderly participants and 30 first and second graders of elementary schools. The activity lasted for 10 weeks. In the first four weeks, training was provided to seniors on their storytelling skills. In the following six weeks, seniors were arranged to enter primary schools to tell children stories. In terms of the research methodology, interviews were conducted with the elderly participants, and participant observation was used to find out their learning process and outcomes. In addition, work sheets and video content analysis were used to find out the students’ learning outcomes from the picture book intergenerational learning activity. Based on the results, the conclusions are as follows: (1) Reward for seniors from participating in the intergenerational learning activity Believing that the picture book activity could impart and express one’s care and love, seniors also feel the support and warmth of group members. This activity satisfied seniors’ need of making contributions and expressing themselves, as well as elevated seniors’ self- value and story-telling skill through participating in the activity. The overall activity encouraged interaction between the elderly and children and improved the intergenerational affection between the elderly and children. (2) Difficulties encountered by seniors in the picture book intergenerational learning activity and coping measures Difficulties encountered by seniors in the activity included difficulties in expressing themselves, group members’ available time and schedule, and keeping order when children were present in the storytelling activity. Seniors combated these difficulties in the activity by changing their own state of mind and seeking assistance from other people. (3) Reward for children from participating in the intergenerational learning activity Seniors’ storytelling, experience sharing, and passing down skills enabled students to have a further understanding of seniors’ valuable wisdom and develop a more positive attitudes toward the elderly. Based on the results of this study, suggestions for intergenerational learning activities were provided for educational institutes for the elderly and intergenerational learning activity planners.