Promoting Social and Emotional Learning in Early Childhood through Intergenerational Programming: A Systematic Review

Past research has found that intergenerational programmes can benefit the social and emotional development of participants in the early years. This paper presents a systematic review of studies that address the social and emotional outcomes of young children (aged between 1 and 6 years) who participate in intergenerational programmes. Objective: The aim of the present systematic review was to (1) provide an update on the state of literature in this area and, (2) gain insight into the ways that intergenerational programming can contribute to the development of social and emotional competencies in early childhood. Method: From a systematic search of four databases, 13 articles were selected for review. Results: Findings indicate intergenerational programmes can provide opportunities for children to develop several social and emotional competencies, including self-management, social awareness, relationship skills, and responsible decision making. Conclusion: This review identified a body of research which indicates intergenerational programmes can lead to positive social and emotional outcomes for young children. Suggestions for future research including more robust study designs are considered for how intergenerational programmes can be incorporated into mainstream early childhood education, which has the potential to lead to lasting benefits for children, older adults, and the wider community.