Resource Guide INTERGENERATIONAL CARE PROGRAM
If you have any questions or comments, or if you would like further information, email us today:
[email protected] or visit www.kite.org.au
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The KITE Program is an intergenerational program conducted by St Michael’s Collegiate Early Learning Centre and OneCare aged care co-located at Bishop Davies Court in Kingston, Tasmania. A generous grant from the Vincent Fairfax Family Foundation has sponsored the development of this Resource Guide to assist others to implement a KITE Program.
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ACKNOWLEDGEMENTS The KITE Research Team would like to acknowledge the commitment and participation of the residents of OneCare’s Bishop Davies Court in the program. Without the input of these wonderfully interesting and caring individuals the program would not have been the success it is. We would also like to thank the children of the St Michael’s Collegiate Early Learning Centre for their enthusiasm and willingness to participate and have fun each week. Lastly we would like to thank the staff of both the centres for supporting the project and assisting all the participants to enjoy themselves.
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CONTENT
Section 1 Overview............................................................................................................................ 3
About us............................................................................................................................... 4
History................................................................................................................................... 5 Introduction......................................................................................................................... 6
Section 2 Background...................................................................................................................... 7
What is an Intergenerational Program? .................................................................... 8
Why have Intergenerational Programs come about?........................................... 8
What settings do Intergenerational Programs occur in?......................................
What is an intergenerational activity?......................................................................... 8
What roles do the generations play?.......................................................................... 10
Benefits of Intergenerational Programs..................................................................... 10
Creating Magic................................................................................................................... 11
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1
Section 3 Planning............................................................................................................................. 13
Know what you want to achieve................................................................................. 14
Assess interest in a joint program............................................................................... 15
Consult parties directly involved.................................................................................. 17
Getting started.................................................................................................................... 18
Forming an agreement................................................................................................... 23
How to know what is succeeding.................................................................... 24
Section 4 Preparation....................................................................................................................... 25
Understanding the people involved........................................................................... 26
Guiding ethics and principles....................................................................................... 28
Program development.................................................................................................... 29
Policies and Guidelines................................................................................................... 31
Promoting the program.................................................................................................. 34
Training.................................................................................................................................. 36
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CONTENTS
2
Section 5 Implementation.............................................................................................................. 39
Co-ordinators role............................................................................................................. 40
Engaging the elderly......................................................................................................... 41
Engaging the children...................................................................................................... 43
Selective recruitment....................................................................................................... 44
Timetable sessions........................................................................................................... 45
Basic resources required................................................................................................ 46
Intergenerational room................................................................................................... 48
Publicity of the program................................................................................................. 50
Running a session ........................................................................................................... 52
Section 6 Activities............................................................................................................................ 55
Intergenerational activities for children 0-2 years................................................. 56
Intergenerational activities for children 2-3 years................................................. 59
Intergnerational activities for children 3-5 years.................................................... 61
Section 7 RESOURCES....................................................................................................................... 65
Identification of Compatible Times............................................................................. 66
Benefits of an Intergenerational Program................................................................ 67
KITE: Notice to Parents................................................................................................... 68
Consent Form..................................................................................................................... 69
Memorandum of Understanding................................................................................ 70
Intergenerational Best Practices Guiding Principles and Values....................... 74
KITE – ELC Training........................................................................................................... 75
KITE Survey.......................................................................................................................... 77
Calendar............................................................................................................................... 78
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Suggested Readings......................................................................................................... 79
Resources required for KITE Program....................................................................... 81
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SECTION 1:
OVERVIEW 3
This section will provide some background information on the development of the KITE program.
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ABOUT US
The KITE Research Team included the following people: Helen Creese – KITE Research Project Officer. Helen is a Social Worker with a background working in the disabilities field. She has also completed a Graduate Diploma of Social Research. Helen has managed the onsite activities of the research program since March 2011, which included researching and developing program ideas. She has written the Resource Guide and website content based on her experience running the KITE program. Roya Pugh and Bevis Yaxley – Research Consultants and Writers. Dr Roya Pugh and Dr Bevis
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OVERVIEW
Yaxley have very extensive local, national and international research experience, and are held in high esteem by the educational community. We have performed key roles in many significant evaluative projects and consultancies, together and individually, in primary, secondary, college and tertiary education, in adult education, in workplaces and in health services as well as for Federal and State Governments, UNESCO, and the World Bank. We have each presented many research papers at national and international conferences and have represented Australia internationally. We currently hold adjunct appointments at Curtin University to supervise PhD, Master by Research (Science Education) and Master of Philosophy. In writing The KITE Story we celebrate the role of play in human lives to inspire joy, self-knowledge, self-confidence and spontaneous learning. We reveal pleasures of growing older and honour heart-warming stories of older people. Melanie Hilder – Director, Early Learning Centre. Melanie has a Child Care Diploma and is currently completing a Bachelor of Education. She has worked in the Child Care Industry for the last 18 years. She is the Director of St Michael’s Collegiate Early Learning Centres (Angelsea and Kingston). Melanie is a passionate believer in the benefits that Intergenerational Programs have in a child’s development. Bronwyn Riley – Site Manager, OneCare Bishop Davies Court. Bronwyn has completed qualifications in Human Resources. She is the Manager of the OneCare Bishop Davies Court residential Aged Care Facility at Kingston, catering for 40 Low Care and 57 High Care residents. Bronwyn can see the daily benefits of the Intergenerational Program in the lives of the residents of the facility and is a strong advocate for Intergenerational Programs in Aged Care Settings. Uniquely, Bronwyn has 2 young children who attend the ELC and are part of the program. Dr Julie Rimes – Research Project Manager. Dr Julie Rimes is the Director of the Collegiate Institute. The Collegiate Institute for Professional Learning, Research and Innovation is a centre of excellence for the professional development of teachers, applied educational research and the promotion of innovative learning practices. Julie has worked with the key researchers and participants to bring the project to successful fulfilment. Robyn Kronenberg – Principal, St Michael’s Collegiate. Robyn has been involved in education for over 30 years as a Classroom Teacher, Integration Teacher, Head of Middle School, Deputy Principal and Principal. She is a strong supporter of the education of girls in girls’ schools and is the National President of the Alliance of Girls’ Schools Australasia. She is passionate about the KITE program and the positive outcomes that can be achieved for both the children and the elders.
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H ISTORY
St Michael’s Collegiate Early Learning Centre located at Bishop Davies Court in Kingston, Tasmania was opened in April 2006. Bishop Davies Court is an Aged Care Facility operated by OneCare. The OneCare Aged Care management had identified a need for staff to have access to Childcare services locally. The Early Learning Centre was created at Bishop Davies Court. The Tasmanian Education Department proposed the idea of bringing the children and the elderly together in play activities to establish an intergenerational project. Together these two organisations combined to offer an intergenerational program (KITE – Kids Interacting with The Elderly) that has the elderly and the young children sharing activities together and developing relationships. Funding was sought to research and better understand the possible benefits of an intergenerational project. The Vincent Fairfax Family Foundation provided funds for evaluative research for two years. The research resulted in the publication of The KITE Story: An evaluative study of an
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OVERVIEW
intergenerational project, the Resource Guide and the KITE website. Our commitment was to assist other agencies in regional Australia to create similar intergenerational projects. The KITE program has been in place for two years. A variety of different activities have been trialled in order to identify the most appropriate activities to bring the old and young together in a meaningful way. The information in this guide is a result of the learning and development achieved in the last two years.
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INTRODUCTION
Congratulations on choosing to implement an intergenerational program within your Child Care Centre/Aged Care Facility. This Guide is a result of an 18 month study of an Intergenerational Care Program run between St Michael’s Collegiate Early Learning Centre, Kingston, Tasmania and OneCare’s Aged Care Facility, Bishop Davies Court, Kingston, Tasmania. The purpose of the study was to research the benefits of an Intergenerational Program and identify successful strategies for setting up and running an Intergenerational Program between a Child Care
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OVERVIEW
Centre and an Aged Care Facility. The researchers have learnt a lot about Intergenerational Programs in the last 18 months and many more ideas and options generated to overcome issues as they arose. This Guide, we hope, will provide you with valuable information and help you to set up your own program. Some of the most important things we have learnt in organising an intergenerational program are:
• • • • •
To have management and staff support from both centres To have clear communication between both centres To have a point of contact within each centre for organising activities To be flexible and adaptable To enjoy the process of the interaction
And most important of all is to HAVE FUN. The Guide is divided into sections. The first two sections include the Overview and the Background, which will provide you with some general information about how this program came about and Intergenerational programs and their benefits. The third section is about Planning, this section gives you information on the sorts of things to consider prior to setting up an Intergenerational Program. The fourth section is the Preparation section which discusses the issues to consider when preparing to organise an intergenerational program between two centres. It is important to have an agreed clear purpose for running an intergenerational program as this will give the program a focus. The fifth section is about Implementation; it is about the hands on daily organisation of the intergenerational program. Both of participating centres require a large amount of routine to run effectively. The routines are not always in synchronisation with each other. The routines need to be considered carefully when you are organising your program. The sixth section is a selection of activities to provide some ideas of the sorts of things you can include in an intergenerational program. These are only suggestions and really the world is your oyster – be guided by the interests of those around you and never be afraid to try something new! GOOD LUCK!!
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SECTION 2:
BACKGROUND 7
This section will provide you with details about what an Intergenerational Program is, different types of Intergenerational Programs and the benefits of having an Intergenerational program for both children and the elderly.
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INTRODUCTION
Intergenerational programs have been occurring in different formats and settings for 40 years or more. The United States was the first country to introduce formal Intergenerational Programs, followed by the United Kingdom, and some European and Asian countries. Whilst there are a number of Intergenerational Programs currently operating in Australia, we are very much at the beginning of our Intergenerational journey.
What is an Intergenerational Program? An intergenerational program is a planned intentional interaction of different age
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BACKGROUND
groups, infant to elderly, in a variety of situations at a level that provides close communication, sharing of feelings and ideas and co-operative activity in meaningful tasks. Peacock and Talley, Intergenerational Contact: A Way to Counteract Ageism 1984
Why have Intergenerational Programs come about? Intergenerational programs have emerged as one response to the age segregation that is increasingly occurring in our society. With fewer people living close to or with relatives, financial pressures demanding that both parents work, more children being cared for in child care settings and elderly relatives moving into care facilities, the opportunities for the young and the old to have meaningful contact has decreased significantly. Intergenerational programs encourage interactions amongst different age groups.
What settings do Intergenerational Programs occur in? Intergenerational Programs can occur in a wide variety of settings. These include child care settings, schools, aged care facilities, community based settings such as a senior citizens’ group and in some countries in the aged person’s own home with a visiting service.
What is an intergenerational activity? The scope of intergenerational programs is very broad, incorporating all age ranges of the young (generally under 20 years), from babies and pre-schoolers in playgroups or child care settings, through to school aged children and teenagers. The elderly involved are usually over the age of 60. The types of activities that the participants are involved in will depend on the ages of both the young and the elderly involved. Obviously, different age groups will have differing levels of skills and abilities, for both the young and the elderly.
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INTRODUCTION
Activities for the Young When babies are involved the program is generally observational, with the carers or parents assisting the elderly to have any close personal contact, if appropriate. Pre-school aged children have different skills and abilities. Programs involving this age group tend to be observational with some interaction based on the interests of the children, for example, reading of books, stacking of blocks, throwing balls, blowing bubbles, playing with play dough and drawing. The amount of interaction is also dependent on the age and ability of the elder. Many activities need to be lap based, as often the elderly cannot reach the floor where children tend to play. Once the children are school aged the programs can be quite varied. The younger children are often assisted at school by a volunteer elder. Elders assist with a wide variety of activities depending on the requirements of the teacher. Many programs have been set up to help children
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BACKGROUND
with the basics, such as reading and maths. There are also many other activities that elderly volunteers can be involved with such as art, music and imaginary play. Older children are often involved in Intergenerational Programs where they visit the elderly and learn from them about the past. There have been programs that involved young people helping an elderly person to put together a “Life Book” with information about them in it. Other programs have had the young people recording local histories based on the reminiscences of the elderly and sometimes assisting the elderly to become familiar with new technology. Activities for the Elderly The activities that the elderly participate in will depend on their physical, social, emotional and cognitive abilities, coupled with the things that they are interested in. As people grow older their abilities change and are sometimes more limited than formerly. Intergenerational Programs need to keep in mind the level of ability of the elderly people participating and plan the activities accordingly. Physically mobile and cognitively aware elderly are more able to be involved in activities that require an elder to assist a child, for example craft activities and reading. For those elderly who are less mobile and having difficulty with cognition, the activities may be for them to observe or adjusted so that they can participate as well.
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INTRODUCTION
What roles do the generations play? Because of the nature of many Intergenerational Program activities requiring an outcome, there are three ways in which people interact:
• the elderly assisting or serving the young, for example, helping with reading • the young assisting or serving the elderly, for example, helping record personal histories; and • mutually beneficial interactions, in which the two generations are interacting to achieve a mutual goal or without the need to produce something, for example, sessions with babies
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BACKGROUND
Benefits of Intergenerational Programs The benefits of participating in an Intergenerational Program are numerous for both the young and the elderly. Intergenerational programs can benefit emotional, social, cognitive, physical and sensory aspects of participants’ lives. For young people some benefits are that they:
• improve understanding of elders • learn about limitations of the elderly • provide unconditional love • bring a sense of fun and enjoyment • laugh • improve self esteem • actively participate • develop friendships in a safe environment • increase social skills • have a role with someone outside of the family • have physical contact • learn to accept illness and death as a natural consequence For the elderly some benefits are that they:
• • • • • • • • • • • • • •
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are less lonely feel needed enjoy unconditional love improve their self esteem look forward to something are less bored experience fun and laughter have an opportunity to “play” and be young again are motivated develop friendships share their skills, knowledge and abilities learn about children in today’s society have more physical activity have physical contact
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INTRODUCTION
There are also opportunities for other people not directly involved in an Intergenerational Program to benefit as well. The staff of both the Aged Care Facility and the Child Care Service benefit indirectly through the program. Aged Care staff have the opportunities to see young, carefree and happy people in the aged care setting. The program brings enjoyment, energy and enthusiasm to the setting. The Child Care staff benefit from developing relationships with the elders. During the course of the program, they gain a better understanding of the elderly and what elders can bring to a young person’s life.
Creating Magic In the preceding sections we have talked a lot about an Intergenerational Program and the types of activities involved in the program. It is important to note that a program is not only the activities that occur, it is so much more. The most powerful part of a program is the in-depth, less obvious,
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BACKGROUND
intangible process that happens when activities are engaged in. An Intergeneration Program activity provides the arena for magic to happen; a place in which people can be accepted for who they are and what they bring to the session, and for the slow, quiet development of relationships, which over time grow into real genuine friendships. It is about the feelings that can occur as a result of participating – acceptance, belonging, positive self-worth and the meaning it has for the participants involved. This magic is the raison d’être of intergenerational activities.
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BACKGROUND
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SECTION 3:
PLANNING 13
This section provides information to help you think about whether you want to run an Intergenerational Program and the initial steps you will need to take in order to make it happen.
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K N OW W H AT YO U WA N T TO AC H I E V E
Define your aim When introducing change into a setting it is really important to know what it is that you want to achieve. This is especially true when working with a population that may be resistant to change. As people get older they can become set in their ways and are not always receptive to new ideas. Parents of Childcare children will also want to know the purpose of their child’s involvement in such a program. Be clear about what benefits you would like from your Intergenerational Program. For example the aim of the KITE program was to enhance the happiness, humanity and respect for the minds and hearts
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of young and old through an intergenerational partnership.
PLANNING
Vincent Fairfax Family Foundation Submission
Possible benefits of introducing an Intergenerational Program ELDERLY CHILDREN
• engaged in useful way • purposeful relationships • meaningful activity • raise self esteem • develop empathy for others • personal satisfaction • enjoyment, fun • altruistic • meet standards
• • • • • • • •
enjoyment and fun build relationships increase awareness of elderly develop empathy & caring community service meaningful activity opportunity for contact with elderly meet standards
Centre Management Support A concept such as an Intergenerational program which will be “jointly” owned needs clarification and discussion prior to committing to go ahead with it. Discuss with the centre management team:
• • • • •
why an intergenerational program would be beneficial, what would they like to see as a result of introducing such a program, how they see an intergenerational program operating, who would be responsible for it in the organisation, how would they know if it achieves what it sets out to achieve
The program will need the support of the centre management team in order to be successful and sustainable into the future.
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ASSESS INTEREST IN A JOINT PROGRAM
Contact a local centre Once you have decided you would like to introduce an Intergenerational Program at your facility you will need to contact a local centre to discuss the possibilities and gain an idea of their level of interest. It is important when you make this contact that you are aware of the structure and operations of the other centre in order to be realistic about what an Intergenerational Program may be able to include. The following provides some basic information on the structure of services provided by either a Childcare or Aged Care Facility.
Aged Care Facility Aged Care services can offer a range of care levels depending on the particular facility – high
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PLANNING
care, low care, respite care, day care, and independent living units. The different levels of care are designed to assist people with different care needs. The following information was taken from the Australian Government website Aged Care Australia. High level care High level care is for people who need 24-hour nursing care. This may be because they are physically unable to move around and care for themselves, or because they have a severe dementia-type illness or other behavioural problems. Residents in high care must receive additional care and services as required. Low level care Low level care places are for people who need some help. Mostly, people in low level care can walk or move about on their own. Low level care focuses on personal care services (help with dressing, eating, bathing etc.), accommodation, support services (cleaning, laundry and meals) and some allied health services such as physiotherapy. Nursing care can be given when required. Short term care Respite care in an aged care home is short term care on a planned or emergency basis, where the person will ultimately return home. Independent Living Units Independent Living Units are residential communities that offer a range of services for independent older people, and are regulated by state and territory governments. http://www.agedcareaustralia.gov.au/internet/agedcare/publishing.nsf/content/ types+of+care+and+services#2 (copied from website 1/3/2012)
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ASSESS INTEREST IN A JOINT PROGRAM
Child Care Facility There are a range of different types of child care facilities that may be interested in being involved in an Intergenerational Program. These include Long Day care services, Early Learning Centres, Family Day Care services and Playgroups. For the purposes of this manual we will look at Long Day Care services. The following information was taken from the Australian Government website MyChild. Long day care Long day care is sometimes referred to as centre-based care and is generally provided in
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PLANNING
a building or part of a building that has been created specifically for use as a child care centre. Centres usually operate between 7:30 am and 6:00 pm and offer professional care for children aged 0-6. Children are usually grouped in rooms according to age and
Helpful Hint It is a good idea to gather information about all of the activities that occur in both centres and combine it in a daily timetable to help identify
developmental stage. Child care is usually available for all day or part of the day at a centre. Some centres offer morning or afternoon sessions. Many centres offer meals throughout the day including morning tea, lunch and afternoon tea. The types of meals vary from centre to centre. If a centre does not offer meals then families will need to provide their own. Most long day care centres will have an early education component to their program
appropriate times to plan
so children will learn as they are cared for.
Intergenerational activities.
Long day care centres are run by private companies, local councils, community organisations, individuals, non-profit organisations or by employers for their staff. http://mychild.gov.au/pages/CCOptions.aspx (copied from website 1/3/2012)
Routines In order for a Childcare Centre or an Aged Care Facility to run effectively they follow a daily routine. It is really important to gain an appreciation of how both of the centres work, what their schedules are and when are the best times for both populations to be able to attend the program. Both of these services will be restricted in the time available to attend sessions based on their routines. It is helpful in the implementation stage to put together a timetable with ½ hour slots. You can record all the different variables for each centre and identify times to run a program. It is particularly important to remember that each age group in the Childcare Centre will have different times for sleeps/rests, meals etc. So you will need to talk to all the different room leaders individually.
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C O N S U LT P A R T I E S D I R E C T LY I N V O LV E D
In order for the program to be successful it is important to get people interested from the start. One way in which this can be achieved is to ensure that residents are consulted before the program is implemented to see if it is what they are really interested in and find out what they would like to do in the program. If a program is simply implemented without prior consultation you may find that your resident population do not get involved as they are not actually interested in the program.
Resident meetings The residents in an Aged Care Facility will usually have some form of meeting on a regular basis which provides them with the opportunity to have a say about the way the centre is run. This meeting is an ideal venue to raise the concept of introducing an Intergenerational Program into the facility. This will allow for a discussion about the sorts of activities that it may incorporate; it will allow an opportunity for the residents to ask questions about what it involves and how it will
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PLANNING
run; it will provide an opportunity to identify concerns about the idea and consider some possible solutions. By taking the idea to a resident meeting and discussing it in full you will be able to gain an understanding of whether the idea is supported or not. It may also be appropriate to notify the residents’ family representative or power of attorney about the program, this can be done through a notice or email. Provide information about the benefits of an Intergenerational Program for the elderly. Ensure you ask for feedback from the representatives.
Parent community The parents of children in a child care setting need to be made aware of the possibility of a new program being introduced into the service. A notice home to parents detailing the idea and asking for feedback is an appropriate way of gaining an understanding of people’s interest. Provide details of why the centre feels an Intergenerational Program would be beneficial for the children involved. Make sure you provide details of the safety requirements that will be adhered to and encourage the parents to ask any questions about the program.
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G ET T I N G STA R T E D
You will need to gather a little more information before you can implement an Intergenerational Program. Issues such as staffing, funding, location and resources all need to be addressed. It is also important to have a clear understanding of the potential problems that you may experience in setting up a program.
Staffing the program The area of Intergenerational Care is relatively new in Australia and as such there are no professional qualifications for staff in this area. In terms of qualifications you tend to find people
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PLANNING
with qualifications in either Childcare or aged care, with limited numbers having completed training in both of these roles. Therefore the type of person you would be looking for to lead such a program would hopefully have the following qualities and skills:
• Flexible • Spontaneous • Innovative • Creative • Resourceful • Organised • Friendly • Inclusive • Encouraging • Empathic • Outgoing • Communicative • Have some basic management skills • Have a basic knowledge of child care facilities and child development • Have a basic knowledge of aged care facilities and the aged • Be able to motivate people • Be able to liaise between two organisations • Be focussed • Outcome driven Our experience has indicated that you need a person in a co-ordinating role or position in order to make the program happen. This may be someone whose role is simply Intergenerational Activities, it may be a volunteer who co-ordinates Intergenerational activities, it may be incorporated into an existing employees role, for example a child carer who is responsible for the organising of activities, or a Diversional Therapist who takes the role on to co-ordinate activities. It is important for this person to have some knowledge and experience of the level that children function at, what they can and cannot achieve, what interests them, how to relate to them. It is also important for them to be able to understand the restrictions that some of the elderly may have and to be able to design activities that meet the needs of both of these sets of people.
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G ET T I N G STA R T E D
Staffing the Intergenerational Program – Options Matrix ROLE
BENEFITS
RESTRICTIONS
Paid independent
• Someone to take control and to be
• This would cost money
Co-ordinator
the main source of communication between the centres
• Takes time to become familiar with both facilities
• Ongoing focus for development of the program • Able to promote the program between both organisations
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• Authority to define and direct the program Volunteer (either with
• Cost saving
aged care of Child Care
• Someone to take control and to be
Centre)
the main source of communication between the centres • Ongoing focus for development of the program
PLANNING • Takes time to become familiar with both facilities • If you do no work for either organisation it may be more difficult to gain respect and ongoing commitment to the program from the organisations • May feel that there is less authority to make things happen
Existing child carer
• Have a good knowledge of the children and their stages of development • Able to construct age appropriate interactions for the children • Able to promote the program in the service • Cost savings
• Would need time off the floor in order to organise and manage the program • May feel they lack the authority to be able to make the program move forward • Not as confident in the aged care setting • Possible limited knowledge of the aged care sector
Existing Aged Carer/ Diversional Therapist
• Good knowledge of the elderly and their needs • Able to promote the program in the service • Understanding of what activities the elderly would be happy to be involved in with the children • Cost saving
• Would need time off the floor in order to organise and manage the program • May feel they lack the authority to be able to make the program move forward • Possible limited knowledge of the child care sector and its requirements
Combination
• Would be able to share knowledge
Diversional Therapist
• Promote the concept in their
and Child Carer
respective centres
• Would need time off the floor in order to organise and manage the program • Communication problems
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G ET T I N G STA R T E D
Staffing requirements Childcare In terms of child care there are ratios of staff to children that must be maintained as a legal requirement whether the children are at the Childcare Centre or on a local excursion to an Aged Care Facility. The minimum carer to children ratio is:
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PLANNING National Police Check
Age of child
Carer to child ratio
Birth – two years
1:4 (or part thereof)
Two – three years
1:5 (or part thereof)
Three – five years
1:10 (or part thereof)
From www.aceqa.gov.au for Tasmania. Check local requirements as they may differ
It is important for the child carer who accompanies the children on a local excursion to an Aged Care Facility to ensure the safety of the children whilst they are away from the centre. This includes
Downloaded from:
doing a hazard identification of the area that the children will be visiting and implementing a hazard
http://www.police.tas.gov.au/
management plan in relation to the area. This may be as simple as making sure that electrical
services-online/police-history -record-checks/ Cost : $45 Need to provide proof of identity (3 pieces).
outlets have safety caps on them, there are no items that are easily able to be pulled down by a crawling child and no hot drinks are in the environment. Other basic safety requirements need to be met.
• The child carer needs to hold a current First Aid certificate and take a first aid kit with them. They must also take any emergency medications required by the child on the excursion.
• The child carer must carry a mobile phone in case of emergencies. • The child carer must also supervise any volunteers (elders) and their interactions with the children to ensure that the children remain safe and happy.
• The child carer must be appropriately qualified to conduct excursions. Aged Care The different level of care in aged care settings requires different staffing in terms of the Intergenerational program. In low care settings, the residents make their own way to the activity or are assisted by an Extended Care Assistant. Once they are at the activity they remain unsupervised. There are emergency call buttons in all of the aged care facilities rooms so if there was to be an issue the person supervising the session (Intergenerational Program Co-ordinator or Child Carer) would be able to activate this. In high care, the physical and cognitive needs of the residents are much greater and the presence of an aged care staff member is recommended during activities. The behaviours of the elders in high care can sometimes be unpredictable. Residents are assessed on a daily basis as to whether their behaviour is appropriate for attendance at activities or whether they should have a rest day. To have a Diversional Therapist or Extended Care Assistant present during the session provides someone who is familiar with the resident and can assist them when required. Legal requirements When working in the human services industry there are always legal requirements that need to be met. This manual will provide basic information for you to follow up. Always make sure you check with your agency for any requirements they may have in your specific setting. Staff working in both Childcare and aged care must comply with the standards. This includes having a National Police Check completed. If you have a volunteer co-ordinating your program this person will also need to have these checks completed.
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G ET T I N G STA R T E D
In addition any person working in Childcare must also complete a Safety Screening Clearance from the Department of Education. A sample if one State’s form can be accessed at www.education.tas.gov.au/.../Child-Care-Safety-Screening-Form.doc
Funding the program To run an Intergenerational Program in an Aged Care Facility you will need to consider how you are going to fund it. A typical budget for an Intergenerational Program may focus on the following, depending on how the program is structured - staffing, resources (administrative, specific furniture, equipment), risk analysis, legal costs for MOU agreements, memberships to organisations and journals. Included in this guide is a wish list of ideal resources. This list is for a centre that will be bringing the full range of children from birth to 5 years. This is a guide only and can be modified to suit your program.
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PLANNING
The Aged Care Facilities Leisure and Lifestyle program will have a budget for resources. The Intergenerational Program may be able to access part of this, especially for purchasing items that have a dual role, such as craft materials, which can be used by both the elderly and the children. Negotiate with the Child Care Centre involved to assist with some of the funding for resources. Keep the cost to a minimum by purchasing toys etc from garage sales or op shops, advertising for toys that are no longer used at home, buying resources from discount stores. An alternative is for the Child Care Centre to bring resources with them when they visit, however this can pose problems with transportation. It is easier for the program to have a spontaneous nature if the resources are located in the space provided for the Intergenerational Program and can be accessed at any time they are required. Due to the nature of Intergenerational Programs being across two sectors there is no specific funding for such programs. Currently, accessing funding to help support a program would need to focus on accessing funding from either the child care sector or the aged care sector. There are additional funding sources in the community sector that you may be able to apply for and secure a small grant in order to set up a program. Information on these grants is generally available through your state government website.
Appropriate space for the program The location and set up of the room for the Intergenerational session will have an impact on the effectiveness of the session. The location is limited to the space that is available. Aged Care Facility Most Aged Care Facilities will have sitting rooms or activity rooms for the residents to gather in a group in. The best setting for an Intergenerational Program would be a medium size room that is light and airy. It would be ideal if there was access from the inside to outside with a secure area available, however this will not always be achievable. The furniture needs to be able to be sat back in comfortably; this allows the elderly the additional support required to hold the child on their lap if appropriate. Childcare Centre If taking the elderly to visit the Child Care Centre it is important to ensure there is appropriate seating available. A sturdy normal height chair with arms if possible, is the easiest thing for the elderly to be able to sit down and get up from.
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G ET T I N G STA R T E D
Centres that are not co-located There are a number of issues that need to be considered for those centres that are not co-located. The children or the elderly will need to be transported to the other locality. Some facilities both Aged Care and Childcare have their own bus for transport purposes. If you need to hire a bus to transport the participants it will have a significant impact on the cost of the program. Some centres are within walking distance and the children may be able to walk to the Aged Care Facility. In this instance the standard policy and procedures around a Childcare Centre excursion need to apply.
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PLANNING
Common problems in running a program Staffing In our experience one of the biggest barriers to running a program is staffing. A Childcare Centre must have an appropriately qualified staff member free to accompany a group of children on an
Helpful Hint
excursion. This person must have completed a Certificate III in Childcare and be working towards their Diploma (in Tasmania, check local requirements in other states). To take a small number of
It is important that the Inter-
children out of a centre for an excursion can affect the staffing ratio in the centre.
generational Program does
Timetabling
not take over the only leisure
Putting together a timetable that meets the needs of all parties can be quite difficult. It is helpful
space available for residents
if the timetable for the Aged Care Facility is integrated into the Leisure and Lifestyle program that
as they have the right to
is already offered. If you try to run the timetable separately you may have difficulties with clashes of events and residents wanting to go to more than one thing at once. In the Childcare facility the
choose not to attend and still
timetable obviously has to meet the needs of the children’s routines which is not always easy,
have a space available for
especially if you are dealing with a number of babies all with different sleep patterns. Lunch cover in
themselves. Always check with the Residents Group to ensure
a Childcare Centre can also be problematic, as many centres need to juggle their staff lunch breaks in order to meet licensing requirements for qualified staff in the children’s room. As lunch cover in a Childcare setting is usually from 11am – 3pm this may have an effect on timetabling sessions in the
residents are happy for the
early afternoon when the elderly are ready, willing and available.
room to be used.
Commitment Often the best laid plans will go astray and things will occur which means to run the session will require a little re-arranging. Sometimes, without direction from management, staff will find it easier to cancel the session rather than looking for an alternative option. It is really important to try to stay committed to the timetable as the elderly look forward to the sessions. Change of Seasons Sickness Sickness is another issue that causes disruption to the program. The change of seasons in April – May is traditionally a time when there is a lot of illness in terms of colds, flus and gastro. Expect that this may be a time when the program will have to be put on hold. Maintaining the health of both the elderly and very young is more important. This time will pass, use it to reflect on what you have achieved and plan for the future. New Year Change of Routines At the beginning of each year a Childcare facility undergoes a lot of change. This is the time when the children are all changing to their new rooms, going up a year, getting used to new routines, staff and other children. In an ongoing Intergenerational Program certain age groups will deal with this easily and others take a little longer to settle. The KITE program found that the children entering the 2-3 year old room for the first time were quite unsettled and needed to stick to their routine. In this instance we took a flexible approach and did not start their program until after Easter. This allowed time for them to settle and the children who were used to going (who had progressed to the next room) had extra visits.
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FORMING AN AGREEMENT
There are several reasons for making a formal arrangement between the Childcare Centre and the Aged Care Centre. Firstly a formal Memorandum of Understanding (MOU) ensures that the managements of both organisations have a clear understanding of the relationship and responsibilities of each organisation. There is likely to be a financial contribution needed depending on whether a KITE Project Officer is to be employed, resources are needed or other costs are to be incurred. Costs need to be shared and the MOU can outline how this will be managed. It is easier if one of the organisations is the employer and invoices the other organisation for 50% of the costs. Other matters such as intellectual property, marketing and advertising, ownership of resources, respect and care of the participants and facilities as well as the length of the agreement all need to be clarified in the MOU. The MOU should also outline strategies that may be used if any problems occur in the relationship.
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PLANNING
The MOU can also ensure that there are regular meetings with representatives from the Childcare and Aged Care Centres and that the partnership is one that is shared equally by the organisations and staff involved. Once the MOU is drafted it is advisable to have it checked by a lawyer to ensure that all parties are appropriately represented. The generic sample provided is a guide that will assist in getting started. This can be modified as needed in each individual situation.
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H OW TO K N OW W H AT I S S U CC E E D I N G
Be clear about your expectations for the program’s development. It may take a considerable amount of time to gain the trust and confidence of the elderly and the child carers involved. Allow time for this to occur as it will lead to more positive relationships and successful outcomes in the long term. Based on our experience approximately 15% of the Low Care population will attend an activity at any one time. The High Care population attendance at activities is higher at approximately 30% of the resident population. Attendance rate is not necessarily an indicator of the success of an effective program, many other factors contribute towards the program being successful. To find out what is succeeding in your program you need to reflect on the aim of the program
24
PLANNING
and how this is being achieved. For example, in the KITE program one of the aims is “to enhance the happiness, humanity and respect for the minds and hearts of young and old through an intergenerational partnership”, the questions you may review as a result of people participating in the Intergenerational Program might include:
• Are participants happy, more at ease in aged care? • Are participants, carers and others respecting the humanity and dignity of the elders hearts and minds?
• Is there harmony between young and old, carers, extended care assistants and others? • Are those involved in the planning, implementation and running of the project sharing commitment towards achieving projects aims? If you have a clear aim of what you would like to achieve from running an Intergenerational Program then you will be able to ask questions to see if this is being achieved. Some other questions that are useful to reflect on regularly are:
• • • •
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What does an Intergenerational activity look like? How do Intergenerational relationships develop? What supports Intergenerational relationships? What changes do you see happening as a result of the program?
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SECTION 4:
PREPARATION 25
This section provides information on the things you need to understand and do prior to implementing your Intergenerational program. This will give your program a good base point from which to develop.
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U N D E R S TA D N I N G T H E P E O P L E I N V O LV E D
The program that you develop will need to take into consideration the functional level of the participants. Both the elderly and the children will have limitations on what they can do.
Elderly Physical Restrictions
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PREPARATION
• • • • • • • •
Need an aid to walk – stick, walker Not mobile – in a wheelchair of some sort Balance issues - restricted in ability to bend down Limited range of movement in arms, shoulders, hands, legs, feet Need to sit in appropriate seating Difficulty getting back up from sitting position Lack of strength – tire more easily Unable to get down on floor
Cognitive Restrictions
• Forgetful • Memory problems • Can be blunt or offensive sometimes • Can say things repeatedly • May be difficult to engage • May not respond at all Sensory Restrictions
• Use a magnetic board with magnets
• • • • •
• Use a board to draw or paste on
Communication Restrictions
Ideas to help overcome restrictions for activities • Chair based activities • Use items and materials that can be placed in the residents lap • Have a tub/table for activities
• Sit at a table and chair for particularly messy activities • Alter games so they can be played from a sitting position • Encourage the children to stand next to the residents chair • Remind people of the next step • Get the children to show the elderly how to do an activity
• • • • •
Hearing impairments – need hearing aids May dislike noisy environments Vision impairments – need glasses to read May not be able to see to do activities Sensitive skin
Voices may sound altered Slurred speech Difficult to understand Speak very loudly Unable to find words
• Remind children to speak up if the elder has a hearing loss • Help interpret what has been said by both the elder and the child
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U N D E R S TA D N I N G T H E P E O P L E I N V O LV E D
Children There are a range of ages of children in a Child Care Centre, consequently they will have varying abilities based on their stage of development. The following details what a child might be able to do, but development is very individual and some will be more advanced and some will be less so. 0-12 months Large range of development in this year. Physical – sedentary through to rolling, crawling, pulling up, assisted walking Social Emotional – often attached to carer after 6 months of age, wary of new faces. Communication – cooing, babbling, may start to mimic sounds 1-2 years
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PREPARATION
Physical – range in ability learning to walk independently, unstable on feet, climbing. Social/Emotional – can be quite fearful of strangers, strongly attached to carers. Cognitive – inquisitive, begin to find, carry and sort items. Communication – beginning to use words, like to repeat things 2-3 years Physical – walking, running, jumping, squatting, better balance, climbing, stairs. Cognitive – trial and error, forming concepts. Social/Emotional – can be shy, pretend play, imitation. Communication – 2-3 word sentences, increase to 5-7 words, starts to become descriptive 3-5 years Physical – more competent at all of the above, develops ball skills. Social/Emotional – role play games, development of relationships with peers and other significant adults Cognitive – able to complete more complex puzzles, concept development. Communication – speaks clearly in sentences, understands basic rules of grammar, social greetings
Ideas to encourage children to interact with the elderly • Hold a baby on your lap next to the elder • Check with the elder if they feel confident nursing a baby • Place a baby on the elders lap and keep a hand on the baby • Give the elder a toy that will attract the child’s attention – noise makers are good • Sit with a toddler and an elder doing a task • Use toys that can be manipulated on the elders lap • Use board books that are interactive – lift the flap, point to pictures • Use a “table” on the elders lap – can be a board, lid of a box, dish • Convert games to one that the children can help the elders with, eg. fetching balls • Encourage the child to show the elder what it is that they are doing • Encourage the child to ask the elder for help eg reading a book • Use basic craft items on a board on the elder’s lap • Interpret the child’s language for the elder
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GUIDING ETHICS AND PRINCIPLES
There has been much research done worldwide in terms of Intergenerational Programs. The programs vary widely but have one thing in common, the ethics and principles on which the development of the program is based. The following is a guide to the basic ethics involved in an Intergenerational Program and how they impact on the activities. A more detailed set of Intergenerational Best Practices Guiding Principles and Values is in the Appendix.
Right to participate Both the elderly and the children have the right to choose if they would like to participate in the
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PREPARATION
Intergenerational Program. The elderly who are able to make their own way to the sessions will make their choice by either coming or not. Residents who have more severe limitations should be given the choice whether they want to attend a session or not. Some children are not interested in participating and this should berespected by the organisers. These decisions may change over time, with either a child or an elder deciding to attend a session to see what goes on.
Dignity and Respect All participants in an Intergenerational Program should be treated with dignity and respect. Many residents will experience some loss of function as they grow older. They may want to do things that they are no longer capable of doing. Be observant, take notice of what people can and cannot do, do not embarrass them by asking them to do something of which they are not capable. Always check with the resident first if something is okay. Some residents may have very deep personal stories they re-count during these sessions. The child raising knowledge and practices have changed greatly and opinions may differ. Treat all the conversations that you have with respect. Children in new situations may be reluctant to be involved until they feel comfortable. Support and encourage children to take part in activities. If they are not interested respect their decision.
Infantilization 1. To reduce to an infantile state or condition 2. To treat or condescend to as if still a young child Web definition, The Free Dictionary by Farlex
Activities that are organised for an Intergenerational Program should not make the participants feel that they are being treated like children. The residents should be seen as mentors and assistants to the children in undertaking any specific activity. Language should be age appropriate, simplified sentences are okay for young children not adults.
Autonomy Allow the participants in a session, both young and old, their independence. The facilitator of a session should provide resources and some direction, however the participants should be allowed to proceed in any way possible, as long as it is not a danger. Encourage self-determination and the children and elders making up their own rules of play.
Traumatisation Behaviour in an Aged Care Facility where people are experiencing varying degrees of dementia may not always be appropriate. This behaviour can be unpredictable at times. Children should not be exposed to behaviours that in any way will traumatise them. Carers monitor resident’s behaviour on a daily basis. If a resident is experiencing difficulties on the day of the Intergenerational Program ensure they are engaged in an alternate activity.
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PROGRAM DEVELOPMENT
An Intergenerational Program must be designed to take into account all of the participants involved. The main aim of the program is encourage interaction – so the activities that are used are a vehicle to achieve the aim.
Aged Care Philosophy Programs that operate in an Aged Care Facility should be person centred and focus on quality of life. Kane (2001) identified 11 domains of life which are important in the care of residents in aged care. These are – sense of safety, security and order, physical comfort, enjoyment, meaningful activity, relationships, functional competence, dignity, privacy, individuality, autonomy and choice, and spiritual well-being. Williams, S., Renehan, E., Haramlambous, B., Cramer, E., Evaluation of an Intergenerational Playgroup
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PREPARATION
in a Residential Aged Care Facility, National Ageing Research Institute (NARI), 2010, p 13
Designing an Intergenerational Program for an aged care setting should take these domains into consideration. An Intergenerational session should ensure that the resident is safe and comfortable. The sessions should be designed to encourage enjoyment and the developing of relationships. The activities should be ones that the resident is capable of participating in at the level that suits their ability. Residents should always have the choice about whether they participate or not.
Childcare Philosophy A child-centred curriculum offers children the opportunity to make choices about what, how and with whom they want to play. This approach enables children to initiate and direct their own play with the support of interested and responsive adults. In child centres education curriculum, children construct their own knowledge from their experiences and interactions with the world around them. Educators foster children’s growth and development by building on children’s interests, needs and strengths within a safe and caring environment. P3 , Child-Centred Curriculum Planning (Birth – 5 years), Gowrie Professional Support Coordinator, 2010
Designing an Intergenerational Program for children to participate in should take the above information into consideration. An Intergenerational session should ensure that the child is in a safe and caring environment. An Intergenerational session should ensure that there are a variety of activities that the child can choose to be involved with. The carers need to support the child in their choice and encourage their interactions.
Learning through play Play provides opportunities for children to learn as they discover, create, improvise and imagine. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings. Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking. Play can expand children’s thinking and enhance their desire to know and to learn. In these ways play can promote positive dispositions towards learning. Children’s immersion in their play illustrates how play enables them to simply enjoy being. EYLF pg. 15
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PROGRAM DEVELOPMENT
Play is not only a learning experience for children. Both adults, including the elderly, and children, learn and discover new information each day. The process of being together, exploring, discovering, creating, improvising and imagining, allows the elderly and the child to learn together. Remember the focus of the Intergenerational session is the process which leads to the development of relationships. The Magic factor.
Infantilization There has been some discussion in the literature about residents being infantilized by the activities
30
PREPARATION
that occur during an Intergenerational Program. When designing a program it is important to highlight that the activities are for the elderly to assist the children with, as opposed to doing themselves. You will find that some residents will enjoy doing the activity as well, however the focus is for the elderly to be a mentor and assist the child. It is through this process that relationships start to develop. The elderly will gain an understanding of the child and their abilities and what sorts of things they like to do and need assistance with. It is not infantilization to have the elderly blowing bubbles for the little ones or in fact marvelling at the bubbles with the little ones. It is appropriate to have toys that are suitable for the age of the children in the session to play with. As adults we all use these props to engage in play with a child. This is not infantilization.
Use of Existing Skills and Knowledge As people always like to feel valued one way of encouraging involvement is to use the existing skills of the elderly residents. If you know a bit about their background you may be able to use this knowledge in the sessions that you design. For instance, we had a resident who used to be a trained nanny. She loved the little babies and was always keen to nurse an unsettled baby or feed the baby a bottle. Another resident who partakes in our program was a librarian. With her passion for books she was always keen to read to the little children. Some residents may be natural organisers and others may be talented in art and craft activities or gardening. Draw on these strengths and encourage the residents to have input into the program. It will have the effect of the residents feeling like they have some ownership for the program.
Frequency The frequency and regularity of the contact between the children and the residents is important. For little children a week is a long time. If you are expecting relationships to develop between the children and the elderly then they need to see each other on a regular basis. In the research program we ran, three groups of children (babies, 2-3 year olds and 3-5 year olds) attended on a weekly basis. As there are too many children in a Childcare room to take all of them to the Aged Care Facility at once, we would rotate the children and spend a month taking a set of children from each age group. This allowed the children to become familiar with the setting, the people and the processes. After a year of these activities it is very rewarding to see the comfortable
Flexibility To plan an activity is helpful, but to expect it to work is hopeful. Intergenerational session planning is about planning for exceptions. The dynamics of intergenerational sessions change rapidly. What suits one person may not suit another. An activity may be too simple or too difficult, too complicated or boring, too strenuous for the elderly, take too long, finish early, have people lose interest in it. The session may be changed or cancelled at short notice. More people may attend than expected or on some occasions no-one may attend. The facilitator must be ready for these exceptions and be able to adapt to the situation. During the research we have completed we found that it is useful to have a number of different activities prepared and available which can be incorporated into a session as required.
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POLICIES AND GUIDELINES
It is important that there are set guidelines and policies in relation to some of the aspects of the Intergenerational Program. These may be raised and discussed in the process of developing your Memorandum of Understanding. Further clarification and direction in relation to these issues should be set out for all people to be able to access and follow.
Permissions Childcare Participation In addition to this, information should be provided to the parents which outlines the purpose of the program, when it will occur, the precautions taken to ensure the safety of the children – including information on police checks, risk management on the excursion, staffing levels during the excursion etc (An example of this can be found in the Resource section).
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PREPARATION
Excursions It is important to gain approval from the parents of the children participating in the program. Many Childcare facilities have a generic form for permission for local excursions which the parents complete each year or on enrolment. Photography / Publicity Material As it is important to be able to have a record of the child’s journey and development during their time in Childcare, photos will often be taken of the interactions in the sessions. Additional permission may need to be sought if these photos are to be used for publicity purposes. Aged Care Participation In an Aged Care Facility you will have both people who are capable of making a decision about participating in a program and other who are not able to. Information about the program should be provided to all potential participants, which outlines the purpose of the program, when and where it will occur, what it will involve, the aged care staffing arrangements and child carer’s role in supervision of the children. The family members’ of a resident who is not able to make a decision for themself, should be informed about the program and the potential benefits of the interaction and permission sought for their relative’s involvement. Photography / Publicity Material During the session there are often priceless moments when photos and video are taken to remind the residents of their involvement. A separate permission needs to be sought if these are going to be used for publicity purposes.
Confidentiality Working in the Human Services field you need to be aware of and adhere to the Information Privacy Principles about the collection and use of information. In the course of the program information about the elderly may be obtained in order to help inform the appropriateness for involvement and participation in some activities. This information is private and confidential and should only be used for the purpose it was intended as per Information Privacy Principles 8-10. Resident’s and children’s private information should not be disclosed to third parties.
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POLICIES AND GUIDELINES
Occupational Health and Safety The Occupational Health and Safety of all the people involved in an Intergenerational Program is paramount. Both young children and the elderly are vulnerable to communicable diseases. Illnesses that may merely be an inconvenience for the rest of us, can be life-threatening for the very young and very old. It is important to have clear policies that both centres understand in relation to these issues. Infection Management
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PREPARATION
It is important to take steps to reduce the risk of transferring germs from one person to another. Anyone who is exhibiting signs of the following, should not be allowed to participate in an Intergenerational session:
• Flu like symptoms • Fever • Sore Throat • Diarrhoea • Vomiting • Conjunctivitis • Acute Skin Eruptions – eg cold sores, scabies • Skin infections or wound discharge Elderly participants in low care settings must be conscious of monitoring and maintaining their own health where possible, and should avoid attending Intergenerational activities if they are experiencing any of the above symptoms. Extended Care Assistants should ensure that high care residents with any of the above symptoms are not brought to an Intergenerational session. Child carers must ensure that children with any of the above symptoms are not allowed to attend an Intergenerational session. If there have been episodes of vomiting or diarrhoea in the Child Care Centre the sessions should be cancelled. Infection Control Hand-washing is very important in order to reduce the risk of transferring germs from person to person. Hands should be washed:
• • • • • • • •
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Before coming to an intergenerational activity Before eating As soon as hands are visibly dirty After significant one-on-one contact After using the toilet, coughing, sneezing or blowing your nose After handling animals After disposing, of or handling of, waste After Intergenerational activity/visit
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POLICIES AND GUIDELINES
Risk Management There are a number of things that need to be considered when running an Intergenerational Program to manage the risk of injury. Room Safety The room that the Intergenerational program is to be run from should be checked for potential hazards. All power points should have a protective cover on them. Cords should be tucked away out of reach of children. Furnishings which may pose a risk, such as lamps on tables, should be removed or placed out of reach of children. Tripping Hazards As the elderly often have mobility restrictions it is important that the set-up of the room does not pose any tripping hazards. When toys are placed on the floor this should be in a central spot not
33
PREPARATION
too close to the chairs. Someone needs to be present to supervise once the room is set up. If the elderly need to exit the session prior to packing up, it is important for a carer to clear a space for them to walk and ensure the children do not get in their way. Back Care Both children and the elderly may need assistance with movement. Whether picking a baby up from the floor, helping a toddler onto a lap or assisting an elderly person to stand up from a chair, it is very important that you consider your back in this process. Hot Drinks To reduce the possible incidents of scalding and burns, there should not be any hot drinks in the room whilst the Intergenerational Program is running. Hygiene It is important to wash the toys on a regular basis to ensure that germs are not transferred from one session to another and from child to adult.
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PROMOTING THE PROGRAM
Once the program has been agreed to by all parties, the co-ordinator will need to spend a significant amount of time and energy getting people interested and involved. This includes the residents, the managers and staff of both of the centres, the parent population and the resident’s relatives if appropriate.
Managers It is important that the Intergenerational Program is supported from the top down. Managers of both the Aged Care Facility and the Childcare Centre need to be proactive in supporting the program and
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PREPARATION
encouraging commitment to the program from all staff. Aged Care All Aged Care facilities have a person who is responsible for the overall care of the residents of the facility, they may be known as a Care Manager or an Assistant Director of Care. This person will
Helpful Hint Remember any of the staff working in the facility may
be invaluable to you in helping to identify residents who may be interested in participating in the Intergenerational Program. They have a good understanding of the residents and their interests. Childcare Child Care Centre management structure – Centre Manager, Assistant Directors, 2I.C. on the floor,
develop a close knowledge
carers – getting the people responsible for the care of the children actively involved in the program
and understanding of the
is really important. Daily life in the Child Care Centre is very busy and additional pressures of taking
individual residents. Use all possible sources of information.
children out of the centre can be seen as too difficult unless the value of the program is recognised and supported. Gaining the commitment of the child care staff to the program and its benefits, so that they enjoy bringing the children to the centre, will make the program more successful and easy to run.
Staff Staff members working in the facility have a good understanding of the residents, their interests and their abilities. It is important for the co-ordinator to promote the Intergenerational Program and its benefits to all the staff and encourage them to let you know who might be interested in the program:
• • • •
Nursing Staff Leisure and Lifestyle Extended Care Assistants Domestic Services
Developing a good relationship with all the staff may mean additional referrals to the program. Sometimes the best information may come from the staff who spend a little more time with the resident. As the Extended Care Assistants work with the residents closely each day they are able to monitor the residents’ behaviour. They will be invaluable in ensuring that if a resident is not having a good day they do not attend.
Parent Population The parents of the children need to be aware of the program and the benefits that it has for their children. Information should be provided to the parent about the program structure, the safety requirements, the activities and the results and permission sought for the children to participate.
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PROMOTING THE PROGRAM
Residents Representative or Power of Attorney Provide information for the relatives of the resident. They will know whether their family member would enjoy interacting with the children. They may be able to encourage the relative to come along. Sometimes they may need to come along with the residents the first few times. Pictures and information about what goes on in the session is an effective way to inform relatives. It may be important to ensure that they do not feel that their relative is being “infantilized” with the activities that occur.
Low and High Care
35
The residents in the different levels of care may also have different views on whether they
PREPARATION
want to be involved or not, and to what extent they want to be involved. Residents who are still independent and actively mobile (Low Care) may not be interested in the program as they may still participate fully with their own family or they may not have family locally and enjoy the chance to interact with children and younger adults.
Helpful Hint
The residents in high care are often more restricted and not able to participate in the community
An Extended Care Assistant
freely. Much enjoyment can be gained through the presence of children in their environment.
asked me if I could speak
Bringing children into an Aged Care Facility, helps to maintain links with the community.
to a resident about the KITE program as she had noticed that she was lonely and isolated.
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TRAINING
Undertaking an Intergenerational Program is a learning curve for all participants. Providing people with information about the process will help the staff, carers and participants feel more comfortable and assist the program to run smoothly.
Background Information It is useful to provide background information to all the participating bodies about why an Intergenerational Program has been chosen and implemented. Information contained in this guide and the suggested readings will assist you in developing a training session appropriate for your
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PREPARATION
situation. Dr William Thomas, the founder of the Eden Alternative Philosophy (1991) which is a conceptually different way of thinking about the provision of care in Aged Care Facilities, identified the three plagues of aging:
• Boredom • Loneliness • Helplessness The Eden Alternative is based on the core belief that aging should be a continued part of development and growth, rather than a period of decline. Focusing on this model, Dr Vicki Rosebrook of the Macklin Institute, Findlay, Ohio, noticed that the basic developmental needs of children could potentially counteract the plagues of aging. Children have an immense desire to explore, discover, investigate and experience their environment and surroundings. The elderly can assist children with this process; they can accompany them on their journey, marvel at their findings and encourage them to discover more. Children love to interact with people, varying in degrees from a highly verbal manner to the quiet contentment of just being with someone. The elderly can assist children with this process by engaging in conversations with them or just being there to provide care and encouragement. Children need assistance with things, varying from the complete helplessness of a newborn, through to learning to walk, read, make friends and so on, depending on the age of the child. The elderly have had a vast amount of experience both themself and with their own children. They are an ideal person to mentor, help and advise children. Intergenerational programs are an ideal way of achieving these connections and allowing supportive relationships which nurture the needs of both parties to occur.
The 3 Plagues of Aging – Dr William Thomas, Eden Alternative, 1991 • Boredom • Loneliness • Helplessness
Counteracted by the basic developmental needs of children – Dr Vicki Rosebrook, 2000 • Exploration • Interaction • Guidance
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TRAINING
Training Sessions Training sessions for the differing parties involved will have a slightly different focus depending on who the audience is. Childcare Staff Information to cover include the environment they will be in and what to expect, the people they will be interacting with- including the elderly and the carers, what will happen in a session, what they can do to help. An example of the training can be found in the Appendix. Aged Care staff
37
Topics to cover include encouraging the elderly to come along to a session and see if they enjoy the children’s company, bringing the elderly to the sessions, interacting with the child carers and
PREPARATION
the children, what they can do to help in a session. The Elderly Information about what will happen in the sessions and what the expectations of them are will help the elderly feel more comfortable in their role in the Intergenerational Program. Encouraging the elderly to participate by role modelling behaviour during the sessions is important. Sometimes the elderly will have different views on child rearing. Discussion of how things have changed is sometimes necessary. The Children To help children understand the limitations of the elderly it can be helpful to share some information with them. Try simulation activities to mimic the experience the elderly may have. For example, gloves on hands reduce the ability to grip and hold items. Provide an opportunity for the children to become familiar with the equipment the elderly use, such as wheelchairs and walkers. Bring them into the Childcare Centre and let the children have turns with them. Answer any of the children’s questions honestly and simply. More detailed information and useful suggestions can be found in the “Engaging the Elderly” and “Engaging the Children” sections in the Implementation Section and also in the “Understanding the People Involved” section at the beginning of this section.
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38
PREPARATION
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SECTION 5:
IMPLEMENTATION 39
This section will provide you with information on the things that you will need to do before you can run the Intergenerational activity sessions.
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CO - O R D I N ATO R ’ S R O L E
The role of co-ordinator of the Intergenerational Program has a number of different components. The most obvious of these are to:
40
IMPLEMENTATION
• • • • • • • • • • •
manage the intergenerational project provide training about the program for staff and participants organise time and location of sessions engage the elderly and the children so they are interested in the program co-ordinate the participants from the two facilities liaise with managers disseminate information design activities arrange resources review and evaluate effectiveness of sessions manage the intergenerational session
The last of these may be the most complex. The co-ordinator needs to be a conduit to assist the development of relationships between the children and the elderly. The co-ordinator needs to ensure that a session is fully resourced to engage both the children and the elderly. In addition to this they need to be observant, to monitor the actions of the participants and to support and encourage interactions as they begin to occur. Our research has found the most effective way of running a session is to provide a number of different “stations” for activities. These activities need to cover a variety of interests from quiet activities (reading), physical activities (balloon chasing, ball tossing), manipulative activities (jigsaws, blocks), creative activities (pasting, cutting, drawing) to imaginative activities (tea sets, doctors kits). The children will move amongst these activities depending on their interest. If the co-ordinator knows the children and the elderly well they will be able to anticipate which child will play with which activity and which elder may be interested in interacting with the child and the activity. It is the role of the co-ordinator to facilitate the development of these relationships. The co-ordinator must have an immense amount of energy and passion for the program to engage with participants, to involve participants, to motivate participants and to maintain enthusiasm for attendance.
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E N G A G I N G T H E E L D E R LY
Background information Each of the residents of an Aged Care Facility will have background information about them stored in the Facilities information system. The information will cover areas such as medical condition, functional capacity, what people need assistance with and what people like doing, their hobbies and interests. This information is useful as a background when approaching people to see if they are interested in the intergenerational program. This information may not always be available to the person running the intergenerational program depending on the privacy and confidentiality policies of the facility.
41
Individual approach with the residents As a co-ordinator of the Intergenerational Program, it is important to remember when approaching the residents that you are a new person in their life and their routines. When you meet with them
IMPLEMENTATION
you will want to gain information about who they are and what they are interested in. It is only right that you should provide the same information about yourself; this is a demonstrable sign of respect.
Helpful Hint
Due to the large number of residents in a facility you may like to put together a flyer about yourself
There are often clues in a
and your interests to give to the residents as you meet them.
resident’s room – photos,
Genuine interest in residents’ needs
pictures on the wall,
Identifying things that really interest the resident assists in personalising your initial contact. There
ornaments, books and other
are often clues in a resident’s room – photos, pictures on the wall, ornaments, books and other
personal items, which will
personal items, which will provide you with a starting point in striking up a conversation. It makes people feel special if you take the time to listen to who they are and what interests them. People
provide you with a starting
are more likely to be interested in you if you are interested in them.
point in striking up
Identifying people’s interests
a conversation.
An Intergenerational program that focuses on the interests of both the elderly and the children involved will be more successful. There are two ways of gaining this information. You can gain a lot of information informally through your daily interactions with people or you can take a more formal approach and conduct a survey of what people like doing (see Appendix) . It will depend on your centre’s population and your skill levels as to which process you feel will be more effective. The information you gain through this process will help you to design Intergenerational activities that are interesting for the people involved.
Promoting the program – what’s in it for me? Often people will feel more comfortable attending a Intergenerational Program session if the know what to expect.
• Tell the elderly who the children are, what ages they are, the sorts of activities they like doing. • Describe what happens in the session. • Let them know they can have as little or as much interaction as suits them. Some residents will come just to watch and over time they may develop more confidence and become more interactive. Other residents who are used to little children may be more involved and actively interact with the children.
• Let them know that you will support them in their interactions; you will encourage the children to join in with them with appropriate activities.
• Depending on the level of care that the resident requires they may also like to make a visit to the Child Care Facility to gain an understanding of the child’s environment. An orientation should be provided for them so they are aware of the routines of the centre including visitors sign in books etc.
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E N G A G I N G T H E E L D E R LY
Highlight the Positives One way of encouraging residents to become involved in the program is to highlight for them the sorts of things that they may get out of participating. Emphasis on the benefits without labelling them as such. An information pamphlet may be used to highlight the following. The sessions provide the opportunity for:
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IMPLEMENTATION
• • • • • •
a pleasant social interaction, chatting with other residents who are like minded meeting and talking with the child carers who attend cuddles from little people, lots of entertainment with lively activity lots of laughter.
If ongoing attendance at the sessions occurs the residents and the children often end up
Helpful Hint
developing a caring relationship. The resident does not need to do a lot to gain these benefits
You will need a clear idea of
other than turn up.
what types of activities the children may be doing and what age range of children may be visiting, to be able to give a good picture of what the program will involve to the residents.
Resident Story One resident started to attend the sessions with the babies on a weekly basis. She had not had any children of her own and had not spent time around little children. It was obvious by her comments and interactions that she did not have a good understanding of what children could do at differing ages. Over time this resident has watched the carers interacting with the babies, watched the activities that they engage the babies with and has become more confident in her own ability to interact with the babies. This culminated in her feeding a bottle to a baby during one session. The sheer delight she experienced through this close interaction, which she may not have had in her life other than for the Intergenerational Program, was reward in itself.
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ENGAGING THE CHILDREN
What will happen? It is important for the children participating in the Intergenerational Program to be given information about what it will involve. This information will include things like where it will be located, who will be attending, what will happen in the session, behaviour that is expected, what the needs of the elderly are and what restrictions the elderly may have.
Getting to know the Co-ordinator The other important factor is for the children to feel comfortable with the Intergenerational Program co-ordinator, as this person will usually be present during the sessions and in some instances will be
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the facilitator in the room. The co-ordinator should spend time in the individual rooms at the Child Care Centre meeting the children, learning their names and finding out what is important to the children and what things they like doing.
IMPLEMENTATION
Getting to know the Environment
Helpful Hint
Taking the children for a walk around the Aged Care Facility will help the child know where they will
Often it is a good idea to do
be going, what the room is like that they will be in during the session and what type of behaviour is expected when visiting the elderly residents home, for example quiet voices and walking. This is a
an activity with the children in
good way of helping the children feel comfortable about deciding whether they would like to go to
their room. This will help the
the Intergenerational Program activity or not.
child feel comfortable with
Choice
you and help them to develop
It is important for the children to be able to make the decision about whether they would like to
trust in you. When meeting
participate in the Intergenerational Program or not. Some children may feel shy and not want to go
the children get down on their
and visit the elderly. Provide plenty of support and encouragement but do not make a child attend if
level and let them tell you the
they are not interested. Often children will become interested and ask to visit once they see that the other children enjoy the sessions.
things that are important to them.
Introduction of children to elders It is important to prepare the children for when they first meet the elderly residents. Some basic information is helpful for the child to understand some of the things they may see, such as wheelchairs and walkers, hearing aids and glasses. Help the children to know that the elderly have restrictions and discuss what they might be – hard to walk, can’t walk, can’t bend, slow, problems hearing little voices, difficulty seeing small things, problems lifting or holding things. Encourage the children to think of some ways they may be able to help the elderly, such as pick things up off the floor or talk a little louder. Children may initially be wary of people who look different to those that they are used to seeing. Remember children do not see many people in wheelchairs. Sometimes they want to know more. Answer the children’s questions honestly, keeping the information at a basic level.
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ENGAGING THE CHILDREN
Role Model behaviour for the children When children enter a new environment for the first time they may be a little shy and reluctant to participate. This is perfectly normal. Help the children to feel comfortable by showing them how to behave.
• Introduce them to the resident. • Encourage them to pick out an activity to do. • Sit with the child until they feel more confident. • Encourage them to show the resident what they are doing. • Move closer to the resident with the child. • Ask the resident and the child questions. • Encourage a conversation. • Know important facts about the child that you can encourage them to share with the resident,
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IMPLEMENTATION
forexample “Amy just became a big sister.”
Helpful Hint
• Role model appropriate behaviour for the children. Interactions with the elderly should be no
Keep information basic, for
different to interacting with any other person.
example a response to “why are they in a wheelchair?” can be as simple as “They are in a
• Provide an attendance sticker for those who attend. This helps reinforce with others (including their parents) that they have gone to a session and can encourage conversations with the children about what they did.
wheelchair because their legs don’t work very well any more”.
SELECTIVE RECRUITMENT
Some of the literature (Rosenberg 1993, Seefeldt 1987) suggests that there should be a balance of competent, active elderly with those who have more restrictions in each session. The concern expressed in the literature, was not to provide or reinforce a negative stereotype of aging among children. In our research we have had a variety of people in the sessions. In the high care sessions we tend to have more restricted residents (both physically and cognitively). We have found that the children readily accept the elders if the intergenerational co-ordinator and the carers (both child and aged) interact as they would with any other person they come in contact with. Children are very accepting, negative stereotypes are only reinforced when adults are not able to cope with differences.
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T I M ETA B L E S ESS I O N S
Aged Care Facility – things to think about:
• meal times • rest times • medication rounds • what time people will be “ready” for the day – especially if they need assistance with bathing and dressing
• •
sleep times existing regular activities
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Childcare Centre – things to think about:
• what time people arrive • rest times / sleep times • meal times - including morning and afternoon teas • toileting • sleeps • existing regular activities • what time people leave
IMPLEMENTATION
Routines give us all comfort. A routine means that we know what to expect and when to expect it. They allow us to have some control over our lives. It is especially important to remember that as residents of an Aged Care Facility people lose a lot of the control they had over their lives and the new routines they establish as a resident helps them to maintain a sense of independence and control. For this reason it is important to identify times that do not negatively affect the elderly’s current routine. Just like the elderly, children are more settled when they have a routine and they know when they will eat , play and sleep. When a child’s routine is altered they may not feel comfortable and at times will react as a result of their uncertainty. An example of a timetable can be found in the Appendix. Once you have gained all this information you may find that there are some mutually acceptable times to schedule activities. Remember that even though one time may accommodate all residents it may not fit in with the routines of all the age ranges in Childcare. Flexibility is the key.
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BASIC RESOURCES REQUIRED
There is a wish list of resources, prices and suppliers available in the appendix. This is by no means exhaustive. Not all items on this list are required; it is only included to provide ideas and an easy reference. It is amazing how little is actually required for the children and elderly to have some fun. For many sessions I have planned craft activities which we never get to. Children are happy to be in a new environment with different toys to play with. Have a range of books to read, some blocks to play with, a ball and skittles, some balloons and some bubbles and you will have the basics for fun.
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IMPLEMENTATION
The following is a list of some basic things that you may use in your Intergenerational Program. The items you choose is dependent of the age of children attending the sessions. Craft items – safety scissors, glue sticks, paints, pots and brushes, paper, a variety of textures and materials such as tissue paper, cellophane paper, wool, string, match sticks, icy pole sticks, chalk, crayons, cardboard, textured papers, cotton wool, cotton buds, glitter, feathers, paper plates, beads, pipe cleaners, paper bags etc. Construction Items – there are many different building sets ranging from wooden blocks in different shapes, building bricks (such as Lego and Duplo), connecting systems (such as K’nex, Zoob). Books – predominantly board books as they are more durable. Point and say, lift the flap, familiar object types of books are universally good through this age range. Familiar nursery rhymes and popular books such as Dear Zoo and The Very Hungry Caterpillar are good as the children will know the story and sing it aloud as the book is read. Story books need to be interactive and exciting at this age to keep the child’s attention, for example Going on a Bear Hunt. Puzzles, Peg Boards, Shape Sorter – need to be simplistic, easy to complete, easy to handle and you need to be careful not to lose or mix up the pieces. Bubbles – these are an ideal ice breaker for the children and the elderly. If you use little containers sometimes the elderly can hold these and blow bubbles for the children, sometimes they can help the child with the larger bubble blowers. Balloons, Balls and Bean Bags – a variety of things to toss and catch is useful. Balloons are an inexpensive way to have some fun and can be batted around with little damage. Look for sensory balls that are easy to hold with additional grip. Bean bags are useful for tossing games. Skittles – an activity that can easily be done from a chair. Either purchase a set of skittles or make them up out of some recycled PET bottles painted brightly. Tunnels and Tents – the children love to play inside things, they can be used in a variety of ways which the children will discover - hide and seek, playing house, rolling balls through. Magnifying glass – great to get children observing and asking questions, you can look at anything or you can use it with the I Spy books. Musical instruments – drums, tambourines, shakers etc. Can also make your own musical instruments with the children as a craft activity. Drums can be made with a tin, rubber band and an old washing up glove, for shakers you can use a PET bottle and fill with small rattling objects and secure the lid. Imaginary props – teas sets, doctor set, tool box, cars, tools, puppets. Provide a range of items and encourage stories about the objects with the elderly.
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BASIC RESOURCES REQUIRED
Playing Games – some of the traditional games of childhood that the elderly may remember are things like Hide and Seek, Simon Says, Musical Chairs – these of course will need to be adapted to be played with someone who is seated. Card games (such as Snap, Memory) and board games (Snakes and Ladders) can be fun too. Magnetic sketcher, Peg boards, Playdough – creative activities that are lap based are ideal. Having a stable surface to complete these on is helpful – like an activity tray. Ensure the pegs are not a choking hazard. Stimulate the imagination and ask the children and the elderly to create certain images together.
47 Recyle and Re-Use Resources can be very costly. Try to find items at garage sales, friends whose children have grown
IMPLEMENTATION
out of their toys, discount stores, sales etc. I try to recycle and re-use items, for example old newspapers can be used for a variety of things ranging from paper planes, hats, cut outs, pasting, rolled up into bats and papier mache.
Safety Please remember that for children under the age of two a choking item is anything that can fit in a film canister. It is best to avoid these types of items.
Hygiene It is important to wash the toys on a regular basis to ensure that germs are not transferred.
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I N T E R G E N E R AT I O N A L R O O M
To have a room that is dedicated to the Intergenerational Program is ideal. This way the room can be set up with the appropriate furniture, seating, tables and storage. The children and the elderly also become familiar with where the program will be located and this leads to feelings of comfort and security. A medium size room that is light and airy, with space for tables and chairs as well as lounge chairs is ideal. Additionally, if there was access from the inside to outside with a secure area available the program could have a lovely free flow to it, however this will not always be achievable.
48
IMPLEMENTATION
A room that is able to have a door closed is useful for a number of reasons. A secure room is easier when toddlers who have a tendency to run off are visiting. It is also helpful to be able to pull a door closed and reduce the amount of disruption to others that may occur due to noise. It is helpful to be close to toileting facilities.
Seating There needs to be comfortable, appropriate seating for the residents who find it difficult to get up and down. Intergenerational activities are most effective if the children can get close to the elderly. Sometimes the children will crawl up on the elderly to share a book, sometimes this is uncomfortable for the elderly as the child may be heavy and may wriggle. The most appropriate setting for this is a small sofa, which allows the child to sit next to the elderly. Depending on the types of activities that you are going to be doing a table and chairs are also helpful. This allows the child and the elderly person to work on a task together. The seating once again must be stable for both the elderly and children.
Storage The Intergenerational Program will be much easier to run if there is a dedicated space to store the items and equipment that is used during the sessions. A free standing cupboard is ideal. It is very important to be mindful of tripping hazards and to ensure that all the activities are packed away after each session.
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I N T E R G E N E R AT I O N A L R O O M
Set Up of a Room When setting up a room it is important to have a variety of activities that the children can choose from located in different sections of the room. It is also recommended that you try to have items close to the chairs the elderly will sit in, so as to encourage the children to interact with the elderly. Below is a picture of a room set up with stations of different activities. Different children will gravitate to different items. Some boisterous noisy games such as the skittles and the tent with balloons may be located in one part of the room. Other quieter activities such as books and puzzles, imaginary activities (castle and knights) and building activities may be located closer to the chairs to encourage participation. I also tend to have some drawing/craft activities set up for those children who wish to participate. Seats at the table are important for the elderly and the children to be able to interact together in
49
IMPLEMENTATION
relation to the activity.
The Room in Use If possible when the elderly need to use walking aides try to park these out of the way. The children like to play with the walkers if they are in the play area. Ensure that the elderly are able to get to their seats and then park the walker out of the way. Remember to assist the elderly by returning the walker to them at the end of the session. The children are keen to play with the different toys set up around the room and interact with the elderly. They discuss what they are doing. Children who are a little shy can sit with a carer who sits close to an elder and they can chat together, reassuring and encouraging the child to interact. The children are happily engaging in craft activities and choosing how they will use the items supplied. The elder is enjoying the children’s company and discussing the shapes and colours they are gluing with. When babies visit the elderly it is important to have a large blanket or rug that they can lie/sit on the floor on. This will ensure the babies are on a clean surface and if any spills occur they can be easily dealt with. It is also important to remember with babies and toddlers the need to change nappies. Ensure that appropriate nappy changing equipment is taken on the excursion. Wipes are always useful for spills as well. As some toddlers will be toilet training the Intergenerational room would ideally be located close to a toileting facility.
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PUBLICITY OF THE PROGRAM
When introducing a new program into a facility it is important to promote it as much as possible to encourage participation. Promoting the program allows people to see what goes on in the sessions and may encourage them to come along for a look. Promoting a program must occur in both sites. Many of the displays and information that you develop will be able to be used in both sites. Remember if you are using any photos of people you must get their permission first.
Displays Putting up a display in a prominent location that people frequent is a good way of showing what
50
IMPLEMENTATION
the program is about. The display may include pictures of what happens in the sessions, articles produced during a session and some words telling the story of what went on in the session. To keep the displays current you can take down the photos and put up new items frequently. With the photos and stories that you take down keep them in a folder placed in a common area so residents and visitors can flick through it. If it is possible to have a video display of some of the activities occurring at a session this would be an ideal way to encourage people’s interest. By placing photos up of the activities that the elderly participate in with the children it will give other residents some idea of what happens at the Intergenerational sessions. It is important to keep the parents up to date with what is happening in the program as well. This display is up in the foyer of the Early Learning Centre so that children and their parents can see what happened at the Intergenerational Program today. This allows parents to be able to discuss the visits with the children. Records of all the Intergenerational Program visits can be kept in a book that parents are able to look through. Each Child Care Centre room may also put up their own displays of photos, sayings and artworks that occur during Intergenerational Program visits. Older children may keep a separate book recording their Intergenerational Program journey for the year. The children may help decorate these books.
Daily encouragement The personal approach is one of the best ways to get people involved. Have a chat with people in the hall as you pass. Remember that the residents may forget if something is on – so gentle reminders on the day of the activity.
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PUBLICITY OF THE PROGRAM
Word of mouth The residents and the children will talk to each other about what happens in the Intergenerational sessions. If they enjoy the sessions this is one of the best and easiest ways of promoting the program. Ask the residents to bring a friend to the next session.
Functions Open Days and Meet and Greet functions provide an opportunity to promote the benefits of the Intergenerational Program with the families of both the children and the elderly. Ensure there is a display of activities and have the program co-ordinator available to answer questions.
Timetable and daily notice board In most Aged Care Facilities the residents will receive a timetable of activities for the month. The
51
IMPLEMENTATION
Intergenerational activities should be included on this timetable. There may also be a notice board of the activities that are occurring for the day, make sure that the Intergenerational activities are included on this.
Newsletters If the facility has a newsletter put an article and pictures in it. Make sure the article is clear about when a where it is on, what happens and give people some background information about why you are running an Intergenerational Program. If the resident’s family get a copy of the newsletter it may give them an idea to encourage their family member to get involved. Newsletters also highlight the benefits to the staff working in the facility and may encourage them to suggest the activities to the residents. This is an example of an article which appeared in “Ancanthe” the newsletter of St Michael’s Collegiate school. This promotes the program widely among parents and the community. A similar article was put in the newsletter of OneCare Bishop Davies Court, which goes to all residents and their families.
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RUNNING A SESSION
The following is a basic checklist of the sorts of things to organise when running a session.
Before a session
•
• Check the room is available
• Check there is staff to assist (in high care sessions)
• Check the residents are free to come
• 52
IMPLEMENTATION
Organise with the Aged Care Facility
Organise with the Early Learning Centre/Child Care Centre
• Check the children are able to come ( no sickness etc)
• Check there is enough qualified staff to take an excursion
• Organise resources required – this will be dependent on the age group attending • Pre-prepare any activities/craft so that you do not waste time and lose focus during the session • Check the camera is charged • Arrange the room (as many people use the room for a variety of activities this may need to be done each time)
• Chairs
• Tables
• Alternate seating
• “Stations” of activities/toys around the room – as close to the chairs as is possible
• Park residents walkers out of the way once they are seated, if possible.
During a Session
• • •
Introduce staff to the elderly Ensure staff know where the toilets are Assist the children to settle
• Take of coats and hats
• Talking with the children
• Leading the children to an activity
• Sitting with a child
• Reading
• Introducing child to resident
• Use positive fun distractions such as bubbles if the children are a little wary at first
•
Monitor the children and resident interaction throughout the session
• Notice opportunities for engagement
• Encourage interactions
• Assist when required
• Monitor safety during the session – as the session is held in the Aged Care Facility the room may have items in it that the children should not play with eg TV or telephone, ensure they know the rules and respect the resident’s home.
•
• Photos
• Film
• Noting comments/conversations the children and the eldery share
•
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Record activity and interactions where possible
Assist with packing up
• Putting the toys away
• Putting coats and hats back on
• Encourage the children to thank the elderly
• Wave goodbye
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RUNNING A SESSION
After a Session
• • •
Tidy the room and return the furniture to its original position Return the walkers to the elderly whilst seated Discuss the session with the elderly, noting what they enjoyed etc
Follow Up
• Make regular contact with the Child Carers and the Diversional Therapists involved in the program to discuss any issues, concerns, ideas, options etc
•
Print photos and complete displays and photo journals
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IMPLEMENTATION
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SECTION 6:
ACTIVITIES 55
This section is designed to introduce you to the types of activities and the resources you will need to engage children with the elderly.
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ACTIVITIES FOR CHILDREN 0-2 YEARS
Books The babies are at the stage where they like to look at pictures in board books. Here one of the elders is pointing out different animals and making the corresponding sounds. Babies also like touch and feel types of books and soft books with different textures and sounds in them.
Noise Makers These shakers are easy to make out of a recycled drink bottle, some shiny stick on paper and some ribbon. Fill the shaker with bright bits and pieces and make sure the cap is secured tightly.
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ACTIVITIES
The children love to shake it and hear the noises they can make. When the whole room gets shaking it can get a little noisy but the smiles and giggles are worth it. To encourage intergenerational activities ask the elders if they would like to hold the baby with the rattle. Some may not like the noise and be happier to watch from a distance. Have a conversation
Helpful Hint Be prepared when entering a room of elders already
with the elders about the sorts of toys their children had, what were the favourites, did they make any of the toys.
Bubbles
seated and waiting that the
The secret weapon for encouraging intergenerational activities,
children may find this a little
who can resist a bubble?
intimidating. When the children are in a
Bubbles, bubbles everywhere. Children love bubbles, in fact doesn’t everyone love bubbles? The children watch in awe as these slippery round cirles dance through the air. Some reach out in wonderment to touch the bubbles and POP they disappear. Then they try again. If you use a little
stroller it is often useful to turn
bubble jar the elders can often hold onto it and blow the bubbles themselves, which encourages
the stroller round and enter
the children to play with them.
backwards, so that you can get
Musical Instruments
the children out of the stroller
All children like to make noise and hit things. There are a range of bright toy musical instruments
without all eyes on them.
like xylophones that are great for children.
The children will often need a
If you want a more traditional feel there are also natural musical instruments like bongo drums,
little time to warm up to a new
tambourines, maraccas and shakers which may be more familiar to the elderly.
environment. Make sure there
Encourage the elderly to show the children how to use the instrument. The elderly will often get
are lots of cuddles and security provided.
as much enjoyment out of using the instruments as the babies do.
Skittles These are cheap and easy to make out of recycled drink bottles that are painted brightly. A large easy to grip ball makes it easy for little people to hold. This game can be played at a variety of age ranges either sitting and rolling the ball or later on standing.
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ACTIVITIES FOR CHILDREN 0-2 YEARS
Using a parachute One of the things the babies love is the little colourful silky parachute. The carer drapes the parachute over the babies whilst talking to them – “Here we go, all covered up. Hiding. I can’t see you. Where is everyone?” Then she lifts it off up into the air, still chatting away – “Where’s Jason? Where’s Layla. There you are. Oooh.” The babies love the feeling and the interactions. There are lots of smiles and giggles. Jason holds his hands out so he can touch the parachute, after several goes he tries to hold the parachute.
Blocks Babies enjoy the fun of stacking up a tower of blocks and knocking it over. Sing with the child as
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ACTIVITIES
you stack the blocks up, then encourage them to knock it down. Sometimes it will take a little encouragement but once they get the idea they love to repeat this activity over and over.
Stacking Rings As the babies develop they begin to be able to hold and manipulate objects. The elderly can assist the babies with colourful stacking rings, encouraging the child to put the next ring on, repeating the colours and praising attempts. Maybe the elderly had similar toys when their children were little – it is a really interesting conversation to hear what toys there were.
Pop up toys Little children love the element of surprise and the wonderment of seeing the results of their actions. Pop up toys often bring little giggles from the babies as they see familiar objects pop up after they press a button. The elderly can hold these toys in their lap along with a baby and spend time encouraging the actions. Lots of repetition occurs and conversations about the pop up object, for example “Its a cow, what noise does a cow make. Moo.”
Packing up / Shape Sorters Little children like to put things in boxes and take them out again. This game can go on and on. Encourage the elderly to help the child with putting blocks in a bucket, then tip them all out and start over. There will be lots of laughter from the children as the unexpected happens.
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ACTIVITIES FOR CHILDREN 0-2 YEARS
Peek a Boo Tried and true, the elderly will surely remember this one. Hide behind your hands and SUPRISE! peekaboo.
Waving and Clapping Little children like to be able to show you what they can do. They like to wave to people, encourage the children to wave when they are arriving and leaving the session. The elderly will shower them with lots of encouragement.
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ACTIVITIES
Singing and Dancing Babies learn language listening to songs and rhymes. They like the sound and pattern of your voice. Often they will learn movements to go along with songs. Many of the nursery rhymes are familiar for the elderly so they can join in with the singing.
Helpful Hint Remember to take these: • nappies
Observing and Cuddles When the babies are very young often the activity is quite passive. Watching them on the floor and sharing conversations with the elderly about the marvel of how little they are and what they can do
• dummies
is a pleasant way of passing time.
• bottles
Lap time and a cuddle of a little baby is so special. Always check with the elder first if they feel
• rug for the floor
comfortable holding a baby, sometimes they have physical restrictions that make it hard to do this.
• variety of toys
Ensure a carer is close by for safety reasons. If it is feed time an elder may like to give the baby
• good singing voice • lots of energy • curiosity
a bottle. These special occasions bring back lots of fond memories for the elder. Be aware that sometimes it may also bring back sad memories if they have lost a child. Listen to their story. Remember the most important thing of all is to make friends and have fun! ENJOY.
• ability to reminisce
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ACTIVITIES FOR CHILDREN 2-3 YEARS
Blocks Blocks are always lots of fun. They can be used with a variety of age ranges as long as they are safe. Each age range will use the blocks in a different way depending on their level of fine and gross motor skills and their imagination. Other children may like to play quite independently with the blocks. For intergenerational activities, try to engage the child in a conversation about what they are doing with one of their elderly friends.
Jigsaws These need to be age appropriate, easy to handle, not too many pieces. The children like to work
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with someone on completing these tasks. Pictures that are a familiar subject allows the pair to talk about what they are doing.
ACTIVITIES
Shape Sorter The children are learning about shapes and sizes and like to show off their knowledge to their elderly friends. The elderly have a lot of patience for little children. They watch and encourage as they try each of the holes until they find the right one. This is a great quiet activity and allows the pair to chat as they work.
Nursery Rhyme Activities The children know lots of nursery rhymes and love to sing them. Put together a few props for them to use when they are singing. The children can sing the nursery rhyme, sometimes the elders join in with the singing. You can talk to the elders about the types of nursery rhymes they sang when they were little and what they sang to their children. The children like to work on basic craft activities. Here they are drawing the mouse features on a cut out of a mouse. They are very proud of their work and like to show it off to all the elders.
Play Dough Play dough is a fabulous sensory experience for young and old. It feels great the way you can roll it around in your hand and squish it between your fingers. Putting it in a bowl on an elderly persons lap allows the child and the elder to work together on the activity.
Craft Activities – Paper Bag Monsters Simple craft activities that are quick and easy to do are best for this age group. The children enjoyed drawing monster pictures on the paper bag and adding dot stickers for eye and nose. Then they stuffed the paper bag with old newspaper. The elderly can help them with this if need be. The children can have lots of fun running around the room ROARING with their monsters and scaring lots of people.
Imaginary Games Children have wonderful imaginations and can easily turn regular items into an exciting new game. For example, two little boys become super heroes and have put a bowl on their head to protect themselves. An Elder used a rolled up newspaper to play a tune on their heads. The boys giggled and giggled, ran around in circles and came back for more. This game was completely co-incidental to the original activity that had been set up where the children and the elderly were using the newspaper bats to bat balloons into the bowls.
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ACTIVITIES FOR CHILDREN 2-3 YEARS
Playing Games – Musical Spots Lots of games need some alteration in order for the elderly and the children to be able to play them together. We made musical chairs into musical spots to reduce the amount of clutter (falls risks) in the room. The children danced around whilst the music plays and then jump on a spot when it stops. The elderly can use musical instrument to make the music, keeping everyone involved.
Puppets Children love to make up games and stories and some props to help them with this are ideal. For
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example, a little girl used a polar bear puppet to “scare” her elderly friend, Margery. She would crawl the bear up towards the ladies face and tickle her and say “boo”. Margery loved the interaction and
ACTIVITIES
encouraged it to continue pretending to be shocked and then laughing lots. Other times children have used the puppets to help tell stories.
Reading Children love to share a book with an enthusiastic audience. The lift the flap type of books and the point and say books are lots of fun for this age group. They love to let you know how much they know about the world. Sometimes the elderly are out of practice at reading with children. A gentle reminder via role modelling is helpful to show the elders ways to ask the children questions about the book and its pictures. Often children of this age do not have the patience to listen to a story.
Bubbles Bubbles are always fun and as the children get older they want to do it for themselves. Sometimes this is a little difficult and they need a helping hand. We have used both the little bubble bottles and the bubble wands. The little bottles are easy to hold for people with restrictions. The bubble wands can be a little messy if they drip. The kids love them both!
Singing The children love to sing and nursery rhymes are well known to all. They especially like songs that have actions with them. The children will sing the song to the elderly and sometimes the elders will join in with them.
Musical Instruments Children love to make music. Using a variety of instruments – tambourines, shakers, maraccas, xylophones, triangles, scrapers and drums will make the session lots of fun. It can be a little noisy sometimes for the elders so you will need to monitor the cacophony and pack away when it has become too much.
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ACTIVITIES FOR CHILDREN 3-5 YEARS
Playing Games There are many basic games that children can start to enjoy at this age. Card games such as Snap and Memory. Action games such as Simon Says, board games such as Snakes and Ladders and strategy games such as Connect Four. Dominoes Depending on the children they may need some help with counting and pattern recognition. Our set of dominoes, only have six dots on each side and they are large and contrasting. This helps the little children with counting. Many elderly people experience problems with eyesight so it is also helpful for them – another possibility is to make the markings raised using some fabric paint (for those who have lost most of their sight).
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ACTIVITIES
Art experiences Blow Painting Children love to experiment with different mediums of art. For example, children like doing blow painting. Drops of paint are put on the paper and the children blow the paint drops around using a straw. Take care to instruct the children to blow through the straw and not suck. We started the session off with some blowing practice on our hands to make sure we could feel the air coming out. Sometimes the elders like to try the art techniques as well. Sometimes they find different things that they can do with the techniques whilst they are talking with the children. Finger Painting This activity started off with painting a banner for the KITE program to display in the foyer of the centre. The children had done a little bit and said “we’re all done now”. “Oh no you’re not, I say” and pour some paint on the banner and stick my hands in it. “We are finger painting now!” It took a little time for the children to warm up to this idea but as you can see they got completely engrossed.
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ACTIVITIES FOR CHILDREN 3-5 YEARS
Box Work Small Box Work – Make Your House The children and the elderly worked together on this task to create their house out of boxes. Little hands often find it difficult using scissors, so it is great to heave an elderly friend who can help out. Lots of discussions take place around this activity as everybody has a home they can describe. Most of the children didn’t realise that the elderly actually lived at the Centre. Large Box Work – Make a Polar Bear
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During winter we talked about the types of animals that lived in the cold. POLAR BEARS. Using large boxes we made a polar bear and painted it white. The children and the elders joined together
ACTIVITIES
as there was lots of painting to do. When we had finished it we decided it needed fur. The elders helped to cut up paper with shredding scissors and the children stuck it all over the bear. We also used recycled waste shredded paper to make the bear really hairy! Box work provides the opportunity to talk about recycling and allows the children to work in a 3 dimensional mode. It’s fun to see how you can create something out of a series of boxes.
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ACTIVITIES FOR CHILDREN 3-5 YEARS
Balloons Balloons are a great inexpensive way of having lots of fun. They are light and easy to grab. They are bright and colourful. Best of all they are a little unpredictable. You can throw them around without risk of hurting people or knocking things over. It’s fun to share a game of catch with your friends.
Ipads Ipads are a fairly new innovation for using with the elderly and children. There are numerous applications that can be downloaded for free that will stimulate the minds and eyes of the elderly and the children. Children learn how to use these items so quickly and then take the time to show the elders how it is done. Here Jace is showing his friend how the Fireworks application works when
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ACTIVITIES
you put your hand on the screen.
Hand Eye Coordination Games Toss the Beanbag Games that can be played when you are sitting are especially important to be able to incorporate the elderly into the activity. We use a plastic bowl and some bean bags to see how many we can toss into the bowl. The children are keen to help organise the game and gather up the bean bags in between turns. There are lots of cheers and clapping when you get it into the bowl whether you are young or old.
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ACTIVITIES
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SECTION 7:
RESOURCES 65
The following are resources that are referred to in the the Resource Guide. These may be of assistance to you as you are setting up and running your Intergenerational Program.
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PLANNING
Identification of Compatible Times Monday
Tuesday
Wednesday
Thursday
Friday
9.00 - 9.30
9.30 - 10.00
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RESOURCES
10.00 - 10.30
10.30 - 11.00
11.00 - 11.30
11.30 - 12.00
12.00 - 12.30
12.30 - 1.00
1.00 - 1.30
1.30 - 2.00
2.00 - 2.30
2.30 - 3.00
3.00 - 3.30
3.30 - 4.00
Colour code each of the children’s rooms timetable for lunch morning and afternoon tea and sleeps. Then add in all set activities for the children and the elderly to find an appropriate time to do KITE.
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PLANNING
Benefits of an Intergenerational Program
Children
• enjoyment and fun • build relationships with the elderly • increase awareness of elderly and their limitations • assists to develop empathy and caring • opportunity to participate in meaningful activity • opportunity to have contact with the elderly • friendship
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RESOURCES
Elderly
• being engaged in a useful way • opportunity to develop purposeful relationships • undertaking meaningful activities • raise self esteem • develop empathy and understanding of todays child • enjoyment and fun • altruistic • personal satisfaction of helping
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PLANNING
Notice to Parents
Dear Parent, I am the Research Project Officer for the KITE Project (Kids Interacting with the Elderly), which is funded by the Vincent Fairfax Family Foundation. Four years ago, when the Collegiate Early Learning Centre was established in the grounds of Bishop Davies Court, an intergenerational program was initiated, creating links between the children and the residents of the aged care facility.
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Anecdotally, the interaction between the children and the elderly residents has had positive benefits for both age groups. The children have the opportunity to make new friends, to increase their awareness of the needs of the elderly, develop empathy, have fun and be involved in a meaningful activity. The elderly are engaged in a positive useful activity, they build friendships, provide assistance and help to the children and they have fun. For both the children and the elderly the Intergenerational Program provides an opportunity to build self esteem and belong to a community. The KITE Project includes a research component, so that we will be able, eventually, to identify the positive benefits are. The project will also include the development of a website and a manual which will act as a resource for other groups who may want to implement intergenerational care. Although co-located care is already happening in other countries, particularly the US and UK, the Collegiate-OneCare programme is unique in Australia; thus, the project will be at the cutting edge of intergenerational care. The Intergenerational Programme, at present, includes the following weekly joint activities:
• High Care Intergenerational Session
• Story and game time
• Craft sessions
• ‘Grannies and Gramps’ Club with the Babies
• Visits of residents to the ELC
The children and the adults are supervised at all times by staff from the ELC and by the Research Project Officer. I have attached a Consent Form below, which will allow for your child to be included in the Intergenerational Programme. Most of the activities will take place in the Bishop Davies Court facility. Of course, you are more than welcome to ask questions about any or all parts of the KITE Project.
Yours sincerely, KITE Project Officer
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PLANNING
Consent Form
CONSENT FORM
I understand my child will attend sessions at the Bishop Davies Court Aged Care Facility.
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RESOURCES
I understand that my child will be supervised by a qualified Early Learning Centre staff member and the KITE Project Officer. I understand photos/video will be taken of my child during the interaction. The photos/video may be used in the publication and website. No names will be used. I _________________________ (name of parent) give permission for my child _______________ (name of child) to participate in the KITE program.
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PLANNING
Memorandum of Understanding This document represents an arrangement between Childcare Centre, address and Aged Care Centre, address I. PURPOSE AND SCOPE
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The purpose of this MOU is to clearly identify the roles and responsibilities of each party as they relate to the relationship between Childcare Centre and Aged Care Centre to provide a co-located
RESOURCES
intergenerational program; KITE (Kids Interacting with The Elderly), program operating with children from the Child Care Centre, and residents at the Aged Care Centre at the same address. The nature of the scope of the arrangement is to provide outstanding connections between children from childcare and residents under aged care. It is expected that the result will be high calibre relationships between the two organisations that provides mutual benefits to the young and old. The collaboration will result in both organisations working together on the KITE program to benefit the users of their facilities through mutually agreed actions and undertakings as described in this MOU. In particular, this MOU is intended to:
• Clarify the relationship and responsibilities of both entities
• Enhance the maintenance and development of the KITE program
• Establish the principles of operations
II. DEFINITIONS AND INTERPRETATIONS Childcare Centre – The owner/operator of the child care service Aged Care Centre – The owner of the aged care service KITE – Kids Interacting with The Elderly. The program covered by this arrangement KITE Project Officer – the person appointed by both organisations to facilitate the program “Intellectual Property Rights” includes all copyright, neighbouring rights, moral rights, rights in relation to inventions (including patent rights), registered and unregistered trade marks (including service marks), registered designs, confidential information of a party (including trade secrets and knowhow), and other rights resulting from intellectual activity in the industrial, scientific, literary, or artistic fields. III. THE TERM COVERED BY THE ARRANGEMENT This arrangement covers the period date to date, unless otherwise terminated by either party. Termination of the arrangement will only occur after significant review and if mutually agreed. IV. BACKGROUND History of the Childcare Centre and Aged Care Centre and their relationship.
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PLANNING
V. RESPONSIBILITIES UNDER THIS MOU Childcare Centre shall undertake the following activities:
• Consult with the appointed representatives from Aged Care Centre regarding the development of the KITE program
• Support the Project Officer at all times with regard to her/his role in the implementation of KITE and research to develop further programs
• Act ethically within its mission, values and purposes at all times • Ensure all staff involved with the program support its practices and activities within agreed parameters
• Provide resources to assist with program development and undertakings • Nurture good relationships with staff, residents, children and parents involved with
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RESOURCES
the program
• Comply with any legal restrictions advised by Aged Care Centre when undertaking activities at the Aged Care Centre
• •
Review arrangements on an annual basis Meet regularly with executive managers or appointed persons of Aged Care Centre
VI. RESPONSIBILITIES UNDER THIS MOU Aged Care Centre shall undertake the following activities:
• Consult with the appointed representatives from Childcare Centre regarding the development of the KITE program
• Support the Project Officer at all times with regard to her/his role in the implementation of KITE and research to develop further programs
• Act ethically within its mission, values and purposes at all times • Ensure all staff involved with the program support its practices and activities within agreed parameters
• Provide resources to assist with program development and undertakings • Nurture good relationships with staff, residents, children and parents involved with the program
• Comply with any legal restrictions advised by Childcare Centre when undertaking
• • Meet regularly with executive managers or appointed persons of Childcare Centre
activities at the Childcare Centre Review arrangements on an annual basis
to communicate progress and discuss any matters relevant to the program VII. EMPLOYMENT OF THE KITE PROJECT OFFICER 1
Childcare Centre and Aged Care Centre will jointly:
1.1 share 50% of employment costs of the KITE Project Officer.
1.2 a ppoint the Project Officer by agreement including regarding any salary or salary related items
1.3 each set aside $1000- per annum for resources in support of the project
1.4 provide access for the KITE Project Officer to their respective sites
1.5 c ontribute to a joint review of operations prior to the end of each anniversary of this agreement
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PLANNING
2
Childcare Centre: 2.1 employ the KITE Project Officer and invoice Aged Care Centre for 50% of the costs,
plus 10%GST 2.2 keep records of financial costs associated with the project and provide these to
Aged Care Centre when requested
2.3 manage the employment contract and recording of leave and entitlements for the KITE Project Officer
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RESOURCES
3
Aged Care Centre will: 3.1 P ay Childcare Centre for 50% of the employment costs for the KITE Project Officer
plus 10% GST;’
3.2 indemnify and keep indemnified Childcare Centre for any costs, loss, liability, damage or expense related to termination or redundancy of the KITE Project Officer which arise due to termination of this arrangement by Aged Care Centre (other than where Childcare Centre has not met its responsibilities). 4 Childcare Centre and Aged Care Centre will as soon as practicable enter into a formal binding agreement governing the matters in this part VII and any other matters prudent to recognise the risk to Childcare Centre as employer and to provide for consultation with Aged Care Centre regarding the KITE Project Officer.
VIII. RESOURCES AND FACILITIES Under this arrangement each party will contribute to such resources as agreed that support the implementation and continuance of the program. A system of pre-agreed cost sharing is to occur unless resources are already available on either site for use in the program. Both parties further agree to make their sites available for implementation of any initiatives within the program so as to ensure its maximum success and deliverability.
IX. FINANCIAL ARRANGEMENTS Each year, prior to 30 June, a budget for the program will be agreed between the two parties. This budget will include each party’s financial contribution to the program and in particular address the remuneration of the Project Officer so that certainty around program continuation may be established.
X. INTELLECTUAL PROPERTY While the intention of this program is to provide for the community good, it is recognised that aspects of its implementation and operation might be subject to commercial privilege or create Intellectual Property Rights. The Intellectual property Rights for this program are to be held jointly between Childcare Centre and Aged Care Centre and may not be used other than for KITE without the express written agreement of both parties. When the parties’ relationship ceases they will enter into an agreement regarding the future dealing with Intellectual Property Rights.
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PLANNING
Information about the program is to be kept confidential other than for the purposes of promotion, operation or commercial practice or as required to be disclosed by law. Both parties are to ensure that this confidentiality is maintained but that they work collaboratively together for mutual benefit. Media articles, presentations, publications and other such forms of expressing the program and its values may occur by agreement between both parties.
XI. MARKETING AND PUBLICITY
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Marketing and publicity determinations will be subject to agreement between both parties and are to be addressed at meetings and minuted as such.
RESOURCES
XII. SETTLEMENT OF DISPUTES Any dispute, or matter likely to create a dispute, about any matter covered by this arrangement shall be dealt with by negotiation between the parties. If a disputed matter remains unresolved after 30 days, following negotiation between the parties, there shall be appointed a mediator agreed between the parties or failing agreement nominated by an appropriate agreed organisation. XIII. REVIEW AND EVALUATION Both parties agree that a formal documented review of arrangements will occur in May on an annual basis. This review is to measure performance against agreed criteria, which will include activities undertaken, successes, matters being addressed and any financial performance.
XIII. EFFECTIVE DATE AND SIGNATURE This MOU shall be effective upon the signature of Childcare Centre and Aged Care Centre authorized officials. The parties indicate their agreement with this MOU by their signatures. This day of ___________________________
_____________________________ _____________________________ Name Name Chief Executive Officer Chief Executive officer Childcare Centre Aged Care Centre
_____________________________ _____________________________ Witness Witness
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P R E PA R AT I O N
Intergenerational Best Practices Guiding Principles and Values The following key principles guide intergenerational best practices:
• Challenges Stereotypes (LINKages Society of Alberta, 2007); • Emphasizes Learning, Capacity Building and Sustainability (SACHYN, “Knowledge Mobilization Framework”, 2007);
• Intentionally Promotes the Well-Being of Children, Youth, Older Adults and Families (Temple University, Center For Intergenerational Learning, [TUCIL], 2005);
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• Makes Full Use of the Assets/Gifts of People at Every Stage of Life (TUCIL, 2005); • Promotes Interaction, Engagement and Interdependence Across Ages by Designing Developmentally Appropriate Activities, Projects and Initiatives (TUCIL, 2005); Encourages Interdependence e.g. People feel a sense of shared responsibility for one another. • There is an emphasis on reciprocal sharing of resources across generations; people of all ages rely on one another for care, support and nurturing (TUCIL, 2005); Emphasizes Reciprocity e.g. People of all ages have opportunities to give as well as receive • support-to teach as well as to learn (TUCIL, 2005);
• Respects the worth of each person and values the diversity of people e.g. because we believe in the inherent value and worth of each person, we respect and nurture diversity, life experience, and ways of knowing, cultural heritage, unique potential and capabilities of each person (Government of Saskatchewan, Saskatchewan Human Services, “Working with Communities”, 2000); Encourages Inclusion e.g. Engages all citizens and sector providers relevant to intergenerational • practices (SACHYN,2007); Policies and programs are designed for all members of the community (Source: Government of Saskatchewan, Saskatchewan Human Services, [GSSHR], 2000); Promotes Equity e.g. A respectful, barrier-free environment is fostered, where individuals have • opportunities for equal access and equal benefit. Fairness is reflected in all policies and services. Advocates for the young and old are not pitted against one another for limited resources; (GSSHR, 2000); and, Encourages Social Connectedness e.g. Social relationships are viewed as vehicles for • enhancing the everyday lives of community members. Formal networks foster opportunities for connection across ages and cultures, thus building a shared sense of community (GSSHR, 2000) (TUCIL, 2005).
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P R E PA R AT I O N
KITE – ELC Training What we know so far Dr William Thomas has identified the 3 plagues of aging as
1. Boredom
2. Loneliness
3. Helplessness
Some other research (Dr Vicki Rosebrook, 2000) has identified that the basic developmental needs of children counterbalance these three plagues. Boredom Exploration
>>>
(discovery, investigation, choice)
Loneliness
>>>
Interaction (engagement, involvement)
Helplessness
>>>
Guidance (mentor, advise, counsel)
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One way of achieving this connection is through intergenerational programs. What other places have found There is a lot of information to suggest that Intergenerational Programs have multi faceted benefits including:
• • • • • • •
increased happiness, joy of residents (as well as staff working in ACF), more involvement in activities, less depression, development of positive attitudes (both about the aged and about the young), helps children to see aging as a normal part of life, normalises the aides and equipment that many elderly need to use.
What does it involve? Taking children across to the centre to participate with the elderly in some activities. The activities will differ depending on the age group of the children. Generally we only take about 4-6 children at any one time. Although there will be instances where we can take more. We visit the elderly in a room that will be set up with some activities for the children and the elderly to enjoy together.The elderly will be seated and most will have limited physical capacity. As a result we need to try to bring the activity and the child close to the elderly. Some of the elderly will also have limited memory and cognition, so they will not always be able to interact with the children. Many will gain joy from just watching a child play. What will help the program work Support from all parties involved – managers, staff and clients of both services What can you do to help me 1. Give me feedback on what you think is working well and what you think needs to be different – I am completely open to suggestions as you are the childcare experts not me. You spend lots of time with the children and know them very well, you know how they react and feel about things. I need this feedback 2. Help me to identify and think about all the things that I need to include in putting together a resource booklet. This is a little difficult for me in terms of the start up of the program as I was not present and hence do not know exactly how things were – I will especially need assistance in this area – with ideas, suggestions, comments, moans about the process and how it happened, what is good and what isn’t.
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P R E PA R AT I O N
3. Encouraging the children to interact with the elderly when they are at the activity – handing them something and asking them to ask “Betty” to read / do etc with them. 4. Showing the children through role modelling – that the elderly have lots of knowledge and information to share. Talking with the elderly – asking questions etc. 5. Encouraging the children to talk about their experiences with the elderly, both in the centre and at home. I would like to acknowledge that it can be quite confronting when visiting the aged care facility
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initially, it certainly was for me. The environment is not one that we are used to, it makes us think about our own future and our families, the smells and sights can be uncomfortable (hopefully
RESOURCES
in the low care unit this will not be too much so), the personalities of the residents takes time to get used to, the physical needs of the residents eg hearing, vision and mobility issues need to be considered, and many of the residents have memory problems which will result in you having the same conversations several times. However, if you can look beyond all of this (which I think becomes much easier with time) there is a group of incredibly knowledgeable, vastly experienced and interesting people who are keen to be involved with the children. This can only be beneficial for all parties.
Tips and Hints sheet for ELC staff visiting Bishop Davies Court INTERGENERATIONAL
>>> Interaction
>>> Communication “It is always important to remember that what the adult and child create together is not nearly as important as how they look at each other, what they say to each other, what they teach each other, how they express themselves to each other and the relationships that develop together.”
It is hard for the residents to know what the children like and don’t like, they see them for such a short time, once a week and it takes a long time to develop relationships. You can help by:
• Help the resident to know what help the children need. • Help the resident to know what the children are like and what they like to do. • Encourage the children to interact with the resident (and the resident to interact with the child) Craft Activities “ Ellis can you ask Kate to help you with the glue stick” Talk about the topic of the craft session eg. “ Fay, have you ever been fishing” (fish picture) Storytime and games “Zoe, can you ask Betty to read the farm book to you” “Charlie, can you show Fay how that toy works?” “Kate, can you help Eli build a aeroplane out of blocks?” “Margery can you sing “Incy Wincy spider to the children?” Grannies and Gramps “Betty, this is Jason, he likes…” hand them a toy to interact with the child with.
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P R E PA R AT I O N
KITE SURVEY
KITE - Kids Interacting with the Elderly We are trying to find out what sort of things that you like doing and how you would like to be involved with the KITE program. Can you please answer the following questions. Please circle the appropriate answer(s).
1. Are you interested in attending the KITE program sessions? 2. What times suit you best?
YES NO Morning 10.30am
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RESOURCES
Afternoon 1.30pm 3. Would you like to help organise the activities? 4. Do you have special skills or interests that could be used in a session?
YES NO YES NO
eg craft or music skills 5. Would a calendar of times that the children are attending be helpful? 6. What types of activities would you like to do with the children?
YES NO MUSIC READING ART/CRAFT CONSTRUCTION ACTIVITIES PHYSICAL GAMES (eg Skittles) CARD GAMES GARDENING IPADS
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P R E PA R AT I O N
CALENDAR
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Tuesday
Wednesday
Thursday
11am High Care Jellyfish 1-2 years
10.15am Low Care Penguins 2-3 years
10.30am Low Care Angelfish Babies
Administration
No Activities
1.30pm High Care Turtles 3-5 years
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P R E PA R AT I O N
Suggested Readings The following is a list of articles and websites about Intergenerational Programs that you may find interesting. Websites www.gu.org/ The Generations United website is packed with useful information and articles on Intergenerational Programs. http://www.gt.pitt.edu/ Generations Together, University of Pittsburgh. Resources and articles on Intergenerational programs. http://intergenerational.cas.psu.edu/
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A website with lots of Intergenerational Program information, resources and links to research. Linked to the Penn State University. www.edenalt.org/about-the-eden-alternative This is a website with information about the Eden Alternative and the philosophy that ageing is a continued stage of growth and development rather than gradual decline. Booklets Tried and True: A guide to Successful Intergenerational Activities at Shared Site Programs. This booklet is produced by Generations United and is a really helpful guide. www.gu.org/LinkClick.aspx?fileticket=hgHHpQyZQc4%3D... Articles Foster, Karen, Creating a Childcare Centre in a Nursing Home and Implementing an Intergenerational Program. 1997. This paper discusses many of the issues that need to be considered when setting up an Intergenerational Program. http://www.eric.ed.gov/PDFS/ED411053.pdf Jarrott, Shannon and Bruno, Kelly. Intergenerational activities involving persons with dementia: An observational assessment, American Journal of Alzheimer’s Disease and Other Dementias, Vol 18, No. 1, Jan/Feb 2003. The findings of this report support Intergenerational Programs are appropriate and effective for persons with dementia. https://secure.hosting.vt.edu/www.intergenerational.clahs.vt.edu/papers/jarrott_bruno_03.pdf Lee, Michelle, Camp, Cameron and Malone, Megan. Effects of intergenerational Montessoribased activities programming on engagement of nursing home residents with dementia. Interesting article discussing dementia clients being constructively engaged with children whilst undertaking Montessori based activities. http://www.ncbi.nlm.nih.gov/pmc/articles/ PMC2685273/pdf/cia-2-477.pdf National Ageing Research Institute(NARI), Evaluation of an Intergenerational Playgroup in a Residential Aged Care Facility, 2010. This is an Australian research paper which reviews conducting Intergenerational Playgroups. The added variable in this research, as compared with KITE, are the children’s parents, which change the dynamics and focus of the interactions between the children and the elderly. http://www.health.vic.gov.au/agedcare/downloads/cui/nari_pg_evaluation40.pdf Rosenberg, Marcia Kasper, The Design and Implementation of an Intergenerational Program at a Private Long-Term Healthcare Facility with On-site Childcare, Nova University, 1993. This paper describes an intergenerational program in an aged care facility and the beneficial outcomes. http://www.eric.ed.gov/PDFS/ED364351.pdf
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P R E PA R AT I O N
Salari, Sonia Miner. Intergenerational Partnerships in Adult Day Centers: Importance of Age Appropriate Environments and Behaviours, 2000, The Gerontologist, Vol 42, No 3, 321-333 Article discussing infantilization of participants in Intergenerational activities. Best Practice Elizabeth Larkin and Vicki Rosebrook. Guidelines and Standards for Intergenerational Practice, (2006) University of Findlay, Sarasota, Florida. Article on the guidelines and standards for professionals who work in the Intergenerational field.
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http://intergenerational.cas.psu.edu/Docs/IGStandards2.pdf Article on Intergenerational Best Practice Guidelines, 2008. Excellent document to help you review your practices and to focus on quality assurance in your Intergenerational Program. http://www.link-ages.ca/pdfs/researchdocs/igp_guidelines.pdf Communication Article that discusses the positive communication processes between generations that can foster success in an Intergenerational Program. http://iii.siu.edu/Communication/intergencommunication.html
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Resources required for KITE program Category Assistive equipment
Item
Cost
Supplier
Code
24.90
MTA
JS3040-M
32.89
Toys and 149492 More
129.90
Ed Exp
006114
42.90
MTA
RP8009
9.95
MTA
PEN2550
Magnetic whiteboard - set 4
Activity tray
Reading
BASIC BOARD BOOK SET
93
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9.95
MTA
PEN2573
6.49
Toys and 140624 more
17.90
Chalk
19.80
Toys and 152967 More
Additional books that are touch and feel, lift the flap (such as Spot),point and name, I spy and a few classics such as Dear Zoo, Bear Hunt, nursery rhymes etc would be appropriate to buy
Art
Pattern making tools
10 non spill paint pots
C1115
Magnetic sketcher
A range of materials for craft in 300.00 term of paper, card, paint, collage materials, glue sticks etc are also required but could be sourced locally. Approximate costing
94
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Music
Hand drum
Tambourine
Babies
15.90 (X4)
MTA
D MM011
16.90 (X4)
MTA
QM051
32.90 (X2)
MTA
DMM032
149.90
MTA
DMM059K
17.93
Toys and 259457 More
Percussion set -bonus 20 egg shakers
Pop up farm animals
95
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Stacking Rings
Quercetti giant daisy pegs
Stack and sort set
Babys wooden play set (10 pc)
8.80
Toys and 370270 More
27.90
Educatio nal Experien ce
117101
99.90
MTA
MND496K
99.90
MTA
GD993K
19.90
PD
P1016
96
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Sensory play
19.90
Chalk
C1071
59.90
MTA
TTS514
79.90
MTA
LS416
79.90
MTA
CUS9993
13.75
Toys and More
182618
24.90
MTA
EC156
Pound a ball
7 x 19cm squidgy sparkle circles
Colour changing touch board
Image captor (set of 3)
Kaleidoscope set of 2
Dough Hammers - 5 97
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Set of rollers - 4
Bubble mix 2L
Imaginary Play
14.90
MTA
CUS0048
14.90
MTA
CB655
19.90
MTA
CUS9564
15.95
Toys and 8834 More
24.86
Toys and 291047 More
169.90
MTA
Puffer balls - 12 x 10cm
Tea Set
Tool set
GY012K
Toy cars - 5 set 98
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Dolls with clothes (6)
Doctor set
Fine motor skills
299.90
MTA
MN060
49.90
MTA
TK4685
29.90
Chalk
C1265
129.90
MTA
BE6014
19.90
MTA
CT3927
299.90
MTA
PT1563
Workbench with tools
Spinning tops (6)
99
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Magnetic matching & fishing
Peg board and pegs
Marbletick
Magic shapes - magnetic
Puzzles
59.90
MTA
GD865
40.90
MTA
CUS7562
28.49
Toys and 016535 More
36.90 (X2)
MTA
EDU7713
76.90
MTA
LS444
16.90
MTA
MND3723
Hand magnifiers - 12
Farm Animals
100
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Tools
16.90
MTA
MND3731
99.90
MTA
MND3700 K
9.90
PD
P1284
14.90
PD
P1244
29.90
PD
P1332
29.90
Chalk
C1154
SET OF PUZZLES -11
12 piece puzzle
Perplexus 3d puzzle ball
Junior colourino game
Puzzle shapes and boards 101
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Construction
Mobilo - 3 SETS
Zoob Sparkle - 60 pieces
Duplo - town set
100 Coloured blocks
GEORELLO TOOLBOX 120
139.80
MTA
ML102-3
29.90 (X2)
MTA
UG1060
219.90
MTA
LEG 9230
54.89
Toys and 95038 More
44.99
Toys and More
290965
17.90
PD
P1233
Connecta straws 102
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Gross Motor Skills
Sensory balls 8 - 4 large /4 small
Bean bags - 12
Dancing hoops - set of 2
Musical Ring Toss game
49.90
MTA
BRU072
54.90
MTA
KS183
12.90 (X4)
MTA
AS096
29.70
Toys and More
345488
15.29
Toys and 052837 More
Quoits
103
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Beach Ball 40cm
Copter darts
Tunnel
Parachute - small 175cm
Pop & catch - 6 sets
3.30
Toys and More
137489
25.85
Toys and More
312140
149.90
MTA
LS245
39.90
MTA
KS180
49.90
MTA
BO125126
49.90
MTA
AS141
Scoop ball - 6 sets
104
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Mini super sports disc
29.92
Toys and More
312132
87.89
Toys and More
019984
24.75
Toys and More
182642
108.90
Toys and 352815 More
Stepping Stones
Set of 2 kites
105
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INSIDE BACK COVER
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w w w. k i t e. o r g . a u
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