The Impact of Consistent Interaction with the Elderly on Social and Emotional Competency Skills of 4 Year Olds: A Mixed Methods Study

Abstract

The purpose of this study was to explore whether consistent interaction with the elderly could impact the social and emotional competency skills (self-awareness, self-management, social awareness, relationship skills, and responsible decision making) of 4-year-olds in an intergenerational preschool. Using a mixed methods design, a rating scale was used as a pre- and post-test measure of social and emotional competencies. Four-year-olds were observed in the classroom at the beginning, middle, and end of the data collection time frame. Additionally, teachers were interviewed about their perspectives of the intergenerational preschool’s impact on 4-year-olds. Social and emotional learning was defined as the cognitive, affective, and behavioral skills important to a child’s social and emotional competence, academic performance, and life outcomes. Bronfenbrenner’s Ecological System Theory was used as a framework to build understanding of the part played by the child’s environment and interactions in the development of social and emotional skills. Of the forty-two rating scale questions pertaining to the five social and emotional learning competencies, thirty-eight questions showed significant improvement in a 4-year-old child. As a result of participation in an intergenerational preschool, 4-year-olds were better able to manage behaviors and emotions, interact with peers and adults, cooperate and play well with different kinds of people, make good decisions, and show an improved awareness of self. Research findings also indicated that the primary benefit of consistent interactions with the elderly to a 4-year-old child were the relationship skills that developed. From this research, it can be concluded that an intergenerational preschool program positively impacted each of the five social and emotional learning skills of 4-year-old children.