Aportación de las personas mayores en los colegios intergeneracionales. La experiencia del proyecto ISCI

  1. Sanchez, Mariano 1
  2. Sáez, Juan 2
  3. Campillo, Margarita 2
  4. Díaz, Pilar 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
Revista de estudios e investigación en psicología y educación

ISSN: 2386-7418

Year of publication: 2017

Issue Title: XIV Congreso Psicopedagogía. Área 5: FAMILIA, ESCUELA Y COMUNIDAD

Issue: 5

Pages: 334-338

Type: Article

DOI: 10.17979/REIPE.2017.0.05.2846 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de estudios e investigación en psicología y educación

Sustainable development goals

Abstract

ISCI is the name of a research project aimed at planning, piloting, and validating a model of intergenerational school. Three Primary Schools located in Andalucía and Murcia will be involved. The experience accumulated by The Intergenerational School, in United States, has inspired ISCI’s approach. The project’s goal is setting up and fostering an elaborate, innovative, and evidence-based model of intergenerational school which may be replicated in the Spanish educational context, one partially permeated by school failure and uncertainty.This paper presents both the tasks and the deeper contributions made by intergenerational mentors in the project.

Funding information

El proyecto ISCI está financiado por el Ministerio de Economía y Competitividad del Gobierno de España.

Bibliographic References

  • Femia, E.E., Zarit, S.H., Clancy, B., Jarrott, S.E., & Bruno, K. (2008). Intergenerational preschool experiences and the young child: Potential benefits to development. Early Childhood Research Quarterly, 23, 272-287. doi:10.1016/j.ecresq.2007.05.001
  • George, D.R. & Singer, M.E. (2011). Intergenerational Volunteering and Quality of Life for Persons With Mild to Moderate Dementia: Results From a 5-Month Intervention Study in the United States. American Journal of Geriatric Psychiatry, 19(4), 392-396. doi: 10.1097/JGP.0b013e3181f17f20
  • Komosa-Hawkins, K. (2009). Best Practices in School-Based Mentoring Programs for Adolescents. Child & Youth Services, 31(3), 121-137. doi: 10.1080/0145935X.2009.524477
  • Liou, C.L., Mendes, A.B., & Jarrott, S.E. (2011). Schools for all ages: How intergenerational programs nurture the youngest-young and oldest-old. Aging Today, xxxii(5), 9-12.
  • Mannion, G. (2012). Intergenerational Education: The significance of ‘reciprocity’ and ‘place’. Research project report. Recuperado de www.scotip.org.uk
  • Mañós, F., Pinazo, S., Sáez, J. y Sánchez, M. (2006). Los centros intergeneracionales en la atención a la dependencia. Fundamentos, funcionamiento y resultados. Madrid: IMSERSO. Recuperado de http://www.envejecimiento.csic.es
  • Morrow-Howell, N., Jonson-Reid, M., McCrary, S., Lee, Y., & Spitznagel, E. (2009). Evaluation of Experience Corps: Student Reading Outcomes. St. Louis, MO: Washington University, Center for Social Development.
  • Portwood, S. G. & Ayers, P. M. (2005). Schools. In D. L. DuBois & M. J. Karcher (Eds.), Handbook of Youth Mentoring (pp. 336–347). Thousand Oaks, CA: Sage.
  • Xaverius, P.K. & Mathews, R.M. (2003). Evaluating the Impact of Intergenerational Activities on Elders’ Engagement and Expressiveness Levels in Two Settings. Journal of Intergenerational Relationships, 1(4), 53-69.
  • Whitehouse, P. (2013). The Challenges of Cognitive Aging: Integrating Approaches from Neuroscience to Intergenerational Relationships. Journal of Intergenerational Relationships, 11(2), 105-117. doi: 10.1080/15350770.2013.782740
  • Whitehouse, P.J., Bendezu, E., FallCreek, S., & Whitehouse, C. (2000). Intergenerational community schools: a new practice for a new time. Educational Gerontology, 26, 761–770.