Intergenerational playgroups purposively bring older people, young children and their caregivers together to engage in play and develop reciprocal relationships. Intergenerational research focuses on the benefits for participants, with much less known about how these programmes sustain. This paper discusses and explores programme sustainability through the examination of two playgroups established through Playgroup Queensland’s Ageless Play programme. Through qualitative interviewing with playgroup practitioners and participants we aimed to understand how each of these playgroups had sustained beyond 3 years. The findings included the importance of mutual benefit for stakeholders, knowledge and skills of the playgroup facilitator and use of strategies to ensure ongoing interaction and engagement within the group. These findings are important for ensuring the continuation of intergenerational playgroup programmes.
AireyTSmartT (2015) Holding Hands! Intergenerational Programs Connecting Generations. International Specialised Skills Institute (ISS). Higher Education and Skills Group, Department of Education and Training, Carlton: Victorian Government.
2.
AzevedoCSánchezM (2019) Pathways to sustainable intergenerational programs: Lessons learned from Portugal. Sustainability11(23): 6626.
3.
BartlettHMartinW (2002) Ethical issues in dementia care research. In: WilkinsonH (ed.) The Perspectives of People with Dementia: Research Methods and Motivation. London: Jessica Kingsley, pp.47–62.
4.
BerthelsenDCWilliamsKEAbadV, et al. (2012) The Parents at Playgroup Research Report: Engaging Families in Supported Playgroups. Brisbane, QLD: Queensland University of Technology.
5.
CartmelJRadfordKDawsonC, et al. (2018) Developing an evidenced based intergenerational pedagogy in Australia. Journal of Intergenerational Relationships16(1-2): 64–85.
6.
CommerfordJHunterC (2017) Principles for High Quality Playgroups: Examples From Research and Practice. Melbourne, VIC: Australian Institute of Family Studies.
7.
CortellesiGKernanM (2016) Together old and young: How informal contact between young children and older people can lead to intergenerational solidarity. Studia Paedagogica21(2): 101–116.
8.
DavisLLarkinEGravesSB (2002) Intergenerational learning through play. International Journal of Early Childhood34(2): 42–49.
9.
DeCuir-GunbyJTMarshallPLMcCullochAW (2011) Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods23(2): 136–155.
10.
DeutchmanDEBrunoKAJarrottSE (2003) Young at heart: Intergenerational activities involving persons with dementia. Activities Directors’ Quarterly for Alzheimer’s and Other Dementia Patients4(2): 27–35.
11.
FeldmanSMahoneyHSeedsmanT (2003) School-based intergenerational programs: Laying the foundations for sustainability. Journal of Intergenerational Relationships1(2): 47–66.
12.
FemiaEEZaritSHBlairC, et al. (2008) Intergenerational preschool experiences and the young child: Potential benefits to development. Early Childhood Research Quarterly23(2): 272–287.
FitzpatrickA (2019) Towards a pedagogy of intergenerational learning. In: KernanMCortellesiG (eds) Intergenerational Learning in Practice: Together Old and Young. London: Routledge, pp.40–57.
15.
GeorgeDR (2011) Intergenerational volunteering and quality of life: Mixed methods evaluation of a randomized control trial involving persons with mild to moderate dementia. Quality of Life Research20(7): 987–995.
16.
GregoryTHarman-SmithYSincovichA, et al. (2016) It Ttakes a Vvillage to Rraise a Cchild: The Iinfluence and Iimpact of Pplaygroups Aacross Australia. Nedlands, WA: Telethon Kids Institute.
17.
GualanoMRVoglinoGBertF, et al. (2018) The impact of intergenerational programs on children and older adults: A review. International Psychogeriatrics30(4): 451–468.
18.
HagestadGOUhlenbergP (2005) The social separation of old and young: A root of ageism. Journal of Social Issues61(2): 343–360.
19.
HagestadGOUhlenbergP (2006) Should we be concerned about age segregation? Some theoretical and empirical explorations. Research on Aging28(6): 638–653.
20.
HancockKJCunninghamNKLawrenceD, et al. (2015) Playgroup participation and social support outcomes for mothers of young children: A longitudinal cohort study. PLoS One10(7): e0133007.
21.
HayesCL (2003) An observational study in developing an intergenerational shared site program: Challenges and insights. Journal of Intergenerational Relationships1(1): 113–132.
22.
HeymanJCGutheilIAWhite-RyanL (2011) Preschool children’s attitudes toward older adults: Comparison of intergenerational and traditional day care. Journal of Intergenerational Relationships9(4): 435–444.
23.
HolmesCL (2009) An intergenerational program with benefits. Early Childhood Education Journal37(2): 113–119.
JacksonD (2011) What’s really going on? Parents’ views of parent support in three Australian supported playgroups. Australian Journal of Early Childhood36(4): 29–37.
26.
JarrottSEGigliottiCMSmockSA (2006) Where do we stand? Testing the foundation of a shared site intergenerational program. Journal of Intergenerational Relationships4(2): 73–92.
27.
JarrottSESmithCL (2011) The complement of research and theory in practice: Contact theory at work in nonfamilial intergenerational programs. The Gerontologist51(1): 112–121.
28.
KernanMCortellesiG (2019) Introduction to the TOY approach to intergenerational learning. In: KernanMCortellesiG (eds) Intergenerational Learning in Practice: Together Old and Young. London: Routledge, pp.1–20.
29.
LowenthalBEganR (1991) Senior citizen volunteers in a university day-care center. Educational Gerontology17(4): 363–378.
30.
ManciniJAMarekLI (2004) Sustaining community-based programs for families: Conceptualization and measurement. Family Relations53(4): 339–347.
31.
McLeanKEdwardsSColliverY, et al. (2014) Supported playgroups in schools: What matters for caregivers and their children?Australian Journal of Early Childhood39(4): 73–80.
32.
Rosa HernandezGBMurrayCMStanleyM (2020) An intergenerational playgroup in an Australian residential aged-care setting: A qualitative case study. Health & Social Care in the Community. DOI: 10.1111/hsc.13149
33.
RosebrookV (2002) Intergenerational connections enhance the personal/social development of young children. International Journal of Early Childhood34(2): 30–41.
SalariSM (2002) Intergenerational partnerships in adult day centers: Importance of age-appropriate environments and behaviors. The Gerontologist42(3): 321–333.
36.
SánchezMDíazPSáezJ, et al. (2014) The professional profile of intergenerational program managers: General and specific characteristics. Educational Gerontology40(6): 427–441.
37.
ScharmerCO (2009) Theory U: Learning From the Future as It Emerges. United States: Berrett-Koehler Publishers.
38.
SkropetaCMColvinASladenS (2014) An evaluative study of the benefits of participating in intergenerational playgroups in aged care for older people. BMC Geriatrics14(1): 109.
StirmanWKimberlySCookJ, et al. (2012) The sustainability of new programs and innovations: A review of the empirical literature and recommendations for future research. Implementation Science7(1): 17–19.
41.
StrangeCBremnerAFisherC, et al. (2016) Mothers’ group participation: Associations with social capital, social support and mental well-being. Journal of Advanced Nursing72(1): 85–98.
42.
UhlenbergPde Jong GierveldJ (2004) Age-segregation in later life: An examination of personal networks. Ageing and Society24(1): 5–28.
WhittenTVecchioNRadfordK, et al. (2017) Intergenerational care as a viable intervention strategy for children at risk of delinquency. Australian Journal of Social Issues52(1): 48–62.
45.
WilliamsSRenehanECramerE, et al. (2012) ‘All in a day’s play’ – An intergenerational playgroup in a residential aged care facility. International Journal of Play1(3): 250–263.
46.
WilliamsKBerthelsenDVivianiM, et al. (2016) Queensland supported playgroup evaluation: Final Report. Queensland University of Technology, Brisbane, Australia. https://eprints.qut.edu.au/103681/
