This book studies the many different ways in which the lives of the first, third, and fourth generations intersect and the reciprocal benefits that can accrue from establishing positive intergenerational bonds. The unifying feature across the chapters is that the authors view these relationships as a powerful influence on Quality of Life (QoL). The book takes the stance that older adults figure prominently in the QoL of young children, with the latter group defined here as ranging in age from infancy up to and including eight years of age. It examines how bonds with older adults can affect young children's functioning across developmental domains-physical, emotional, social, and cognitive. It addresses questions of importance to those who have a commitment to the very young such as: "What benefits can young children derive from positive bonds with older adults?", "How do young children understand the aging process and develop respect for the elderly?", "How can published research be used to guide both informal and formal interactions between the older generation and the newest one?" and, finally, "How can various stakeholders such as professionals, families, organizations, and communities collaborate to enrich and enlarge the kind and amount of support that older adults provide to the very young child?"

Autorentext

Mary Renck Jalongo is a professor emerita with 37 years of experience at Indiana University of Pennsylvania (IUP). In 1991-92, she was named IUP's professor of year, an award based on teaching, research, and service. Dr. Jalongo has written, co-authored, or edited more than 40 books, many of them successful textbooks in early childhood education such as Early Childhood Language Arts (6 th edition), Creative Thinking and Arts-Based Learning (7 th edition), and Exploring Your Role in Early Childhood Education (4 th ed.). Her professional journal articles have earned eight national awards for excellence in writing, including four EDPRESS awards.

Dr. Jalongo's work with two of the leading organizations in the fieldAssociation for Childhood Education International and the National Association for the Education of young children--includes two ACEI Position Papers, four books, articles, and brochures. She is a former teacher of preschool, first grade and second grade students and has designed curriculum for children of migrant farm workers, Head Start, public television, nonprofit organizations, and correctional facilities. In 2019, she was recognized for 25 years of exemplary service as the editor-in-chief of Early Childhood Education Journal that is published six times per year. She continues to serve as editor-in-chief of the Springer Nature book series, Educating the Young Child, that has published 17 titles since 2007.

Patricia A. Crawford is an associate professor in the School of Education at the University of Pittsburgh, where she holds appointments in the Early Childhood Education and Language, Literacy, and Culture programs. She began her career as a teacher of young children and received her PhD from the Pennsylvania State University. Prior to returning to her native Pennsylvania, Dr. Crawford taught in teacher education programs in Maine and Florida. She has worked with teachers and teacher educators in many places throughout the world.

Dr. Crawford is the current editor-in-chief of Early Childhood Education Journal, and serves as an editor of the Educating the Young Child book series, both published by Springer Nature. She also serves on editorial boards for The Reading Teacher, Dragon Lode, and the Journal of Research in Childhood Education. She has written widely on connections across the areas of early childhood, literacy, and teacher education, and has a particular passion for exploring topics related to the content, power, and potential of literature in the lives of children.

Inhalt
ForewordMargaret Kernan, International Child Development Initiatives, Leiden, NETHERLANDSGiulia Cortellesi, International Child Development Initiatives, Leiden, NETHERLANDS
PrefaceMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USA
PART ONE: YOUNG CHILDREN'S CONCEPTS OF AGINGChapter 1: Counteracting Ageism: Promoting Accurate Concepts About Aging in Young ChildrenSandra L. McGuire, Emerita, College of Nursing, University of Tennessee, Knoxville, TN, USA
Chapter 2: Capturing Children's Perspectives: Older Adults in Images and WordsKeith A. Anderson, Ph.D. Program Director, School of Social Work, University of Texas at Arlington, Arlington, TX, USA
Chapter 3: Forging Intergenerational Understanding through Children's LiteraturePatricia A. Crawford, University of Pittsburgh, Pittsburgh, PA, USA
Chapter 4: Explaining Dementia and Memory Loss to Young Children in Developmentally Appropriate WaysAmanda Gernant, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USALaura A. Knight, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USAIngrid J. Krecko, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USA

Chapter 5: Helping Young Children to Cope with the Loss of an Older Adult:Developmental Perspectives and Picturebooks as a ResourceNatalie Conrad Barnyak, Early Childhood, University of Pittsburgh at Johnstown, Johnstown, PA, USAMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAPatricia A. Crawford, University of Pittsburgh, Pittsburgh, PA, USA
PART TWO: YOUNG CHILDREN AND OLDER EXTENDED FAMILY MEMBERSChapter 6: Parenting Intergenerationally: Seniors Raising Young ChildrenLaurie Nicholson, Emerita, Indiana University of Pennsylvania, Indiana, PA, USA
Chapter 7: Supporting Young Children with Disabilities: The Role of GrandparentsLouise Kaczmarek, Emeritus Faculty, Special Education, School of Education, University of Pittsburgh, Pittsburgh, PA
Chapter 8: Intergenerational Relationships: Stories from Selected Countries in the Pan Pacific RegionMarjory Ebbeck, Professor Emeritus, University of South Australia, Magill, AUSTRALIAHoi Yin Bonnie Yim, Associate Professor, Deakin University, Geelong, AUSTRALIALai Wan Maria Lee, President, Pacific Early Childhood Education Research Association, HONG KONG
Chapter 9: Promoting Prosocial Behavior in Young Children: Older Adults as Role ModelsMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAWanda Boyer, Faculty of Education, University of Victoria, Victoria, BC, CANADAAlbert F. Hodapp, School Psychologist (Retired), Clear Lake, IA, USA
PART THREE: PROMOTING POSITIVE INTERGENERATIONAL RELATIONSHIPS IN COMMUNITIESChapter 10: Facilitating Intergenerational Experiences in Community Settings for Young Children and Older AdultsSimone DeVore, Professor Emeritus, Early Childhood / Special Education, Universityof Wisconsin-Whitewater, Whitewater, WI, USA
Chapter 11: Building Community: Intergenerational Projects with Young ChildrenMatthew Kaplan, Department of Agricultural Economics, Sociology, and EducationThe Pennsylvania State University, University Park, PA, USAElizabeth Larkin, Professor Emeritus, University of South Florida, Tampa, FL, USA
Chapter 12: Volunteering: Reciprocal Benefits for Older Adults and Young ChildrenMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USA
PART FOUR: LITERACY AND LEARNINGChapter 13: Children, Elders, and ...