Increased research and policy attention is focussing on young children and older people interacting in intergenerational play spaces (Cartmel & Worch, Playwork practice at the margins: Research perspectives from diverse settings. Routledge, 2021; Deszcz-Tryhubczak & Kalla, Children’s literature and generational relationships: Encounters of the playful kind. Springer, 2021; Kernan & Cortellesi, Intergenerational learning in practice: Together old and young. Routledge, 2019). Settings such as Early Childhood Education and Care (ECEC) along with playgroups, museums and parks are being investigated as intergenerational spaces in which young and old interact around play. Older generations may be grandparents, grandfriends and older ‘significant other’ adults in the lives of young children and families. International organisations such as the OECD (Family database. Informal care arrangements. https://www.oecd.org/els/family/PF3-3-Informal-childcare-arrangements.pdf , 2021) and UNICEF (The special role of grandparents. https://www.unicef.org/parenting/child-care/special-role-grandparents , 2024) show the importance of young children and older generations engaging in shared experiences. ECEC claims to work collaboratively with families, yet grandparents or significant older people may be relegated to informal auxiliary or supplementary or care such as transporting children to and from ECEC settings and providing complementary care to that provided by parents. The OECD (Family database. Informal care arrangements. https://www.oecd.org/els/family/PF3-3-Informal-childcare-arrangements.pdf , 2021) identified grandparents or grandparent figures as key players in the informal care of young children, with an OECD average of 26% of birth to 2 year olds and 6 to 12 year olds using informal care, typically provided by older ‘significant others’ such as grandparents/grandparent figures. This chapter provides an international analysis of research and practice in intergenerational settings in which young children and significant older people interact around play, with mutual benefits for learning, health and wellbeing. Framed by Nancy Fraser’s (Social justice in the age of identity politics: Redistribution, recognition, participation. SSG Sozialwissenschaften, USB, Köln, 2008) understandings of recognition, representation and redistribution (cf. Vincent, Nancy Fraser, social justice and education. Routledge, 2020), the chapter explores the possibilities of young children and older people as co-learners in intergenerational learning and living settings.