Scholarlink

Maternal labour-market participation is a focus of government employment policies in Scotland, with recent commitments increasing the number of attendance hours in state-funded early years and childcare settings (Scottish Government, A blueprint for 2020: The expansion of early learning and childcare in Scotland: 2017–2018 action plan. https://www.gov.scot/publications/blueprint-2020-expansion-early-learning-childcare-scotland-2017-18-action/ , 2017b). Equally, the role of grandparents has risen exponentially to bridge childcaring deficits (Buchanan & Rotkirch, Contemporary Social Science, 13(2), 131–144, 2018). Hamilton and Suthersan (Ageing and Society, 41(7), 165–1672, 2021) believe grandmothers, rather than fathers, provide “extended maternal care” as a child’s secondary primary carer. Whilst my daughter, a single-parent, fulfils her working commitments, I care for my grandchild. I have found that parent engagement within educational settings does not extend equitably to intergenerational partnerships. Using autoethnography methodology to explore the complexities of subjective experiences, I examine subjective knowledge which may sensitise others to hidden issues (Chan Kent, Emerging Perspectives, 4(2), 79–88, 2020). With increasing longevity, children are exposed to stereotypical images of age associated with medical and social interventions (Swift & Steeden, Exploring representations of old age and ageing. Centre for Aging Better. https://www.ageing-better.org.uk/sites/default/files/2020-03/Exploring-representations-of-old-age.pdf , 2020), often participating in therapeutic intergenerational activities in residential care homes (Bagnasco et al., Journal of Advanced Nursing, 76(1), 22–33, 2019). These observations can detrimentally affect perceptions of growing old (Centre for Aging Better, Doddery but dear? Examining age-related stereotypes. https://ageing-better.org.uk/resources/doddery-dear-examining-age-related-stereotypes , 2020). To counteract ageist stereotyping, educational parent partnerships and policy should advocate for older generations as active and productive citizens, going beyond “benevolent” understandings of old age (Cary et al., Gerontologist, 57(2), 27–36, 2017).

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

How Does Intergenerational Engagement in Early Years and Childcare, and School Settings Inform Children’s Perspectives of Older Generations?

  • 章节

  • 发表日期：

    2025年

查看全文
  • Penny Anderson

摘要

Maternal labour-market participation is a focus of government employment policies in Scotland, with recent commitments increasing the number of attendance hours in state-funded early years and childcare settings (Scottish Government, A blueprint for 2020: The expansion of early learning and childcare in Scotland: 2017–2018 action plan. https://www.gov.scot/publications/blueprint-2020-expansion-early-learning-childcare-scotland-2017-18-action/ , 2017b). Equally, the role of grandparents has risen exponentially to bridge childcaring deficits (Buchanan & Rotkirch, Contemporary Social Science, 13(2), 131–144, 2018). Hamilton and Suthersan (Ageing and Society, 41(7), 165–1672, 2021) believe grandmothers, rather than fathers, provide “extended maternal care” as a child’s secondary primary carer. Whilst my daughter, a single-parent, fulfils her working commitments, I care for my grandchild. I have found that parent engagement within educational settings does not extend equitably to intergenerational partnerships. Using autoethnography methodology to explore the complexities of subjective experiences, I examine subjective knowledge which may sensitise others to hidden issues (Chan Kent, Emerging Perspectives, 4(2), 79–88, 2020). With increasing longevity, children are exposed to stereotypical images of age associated with medical and social interventions (Swift & Steeden, Exploring representations of old age and ageing. Centre for Aging Better. https://www.ageing-better.org.uk/sites/default/files/2020-03/Exploring-representations-of-old-age.pdf , 2020), often participating in therapeutic intergenerational activities in residential care homes (Bagnasco et al., Journal of Advanced Nursing, 76(1), 22–33, 2019). These observations can detrimentally affect perceptions of growing old (Centre for Aging Better, Doddery but dear? Examining age-related stereotypes. https://ageing-better.org.uk/resources/doddery-dear-examining-age-related-stereotypes , 2020). To counteract ageist stereotyping, educational parent partnerships and policy should advocate for older generations as active and productive citizens, going beyond “benevolent” understandings of old age (Cary et al., Gerontologist, 57(2), 27–36, 2017).