Many older adults' patterns of giving and receiving care have been disrupted by the COVID-19 pandemic. In this session, we highlight situations older adults may be experiencing and how they can support well-being for themselves and others.

Intergenerational programs are most effective when staff members of the adult and child programs collaborate to plan activities. Practically speaking, collaborating takes a concerted effort. Merely setting aside time to discuss plans is a hurdle. Children and adults of different ages have different interests, strengths, and needs. Staff members can review the developmental strengths and needs of children and adults in the program to inform activities for the two age groups. Staff members benefit from their partner’s expertise, which makes planning easier. Participants will benefit from plans that best match their interests and abilities.

Intergenerational programs are most effective when participation is voluntary. It is important that potential participants of an intergenerational activity are given a choice of participating in the activity or not. In communicating, staff should be encouraging and enthusiastic, but not coercive. Once informed, participants can make a decision concerning their ability and willingness to join. Some participants may need time to ease into the routine of intergenerational contact, and staff can support that. By providing a choice, staff members set the tone of the activity in a positive light, while increasing the comfort of all involved.

Intergenerational programs are most effective when participants are prepared ahead of time and reflect on activities afterward.

A social history is basically the accounting of an individual’s life — their interests, career, relationships, the ways they have coped, and how they have defined themselves.

Although all children are different, there is a predictable sequence in their development. Age- and role-appropriate educational opportunities are critical to a quality early childhood education program.

The partners in intergenerational programs are the adults and the children. Individually, children may not have developed particular skills in their thinking or motor functioning.

Successful programs carefully design the physical space, the program, and related policies to be flexible.

Intergenerational programs are most effective when facilitators consider the social environment, including the role of staff members.

There is a chance that clients in an intergenerational program will need adaptive equipment. The primary reason to consider adaptive equipment is to remove barriers to participation.

Documentation starts with careful observation, then evolves into a display of learning processes. Documentation has grown in popularity as a way to review children’s work at various stages of completion. Photographs, work samples, transcripts of conversations, and comments accompany the display. This documentation is then shared with parents as well as discussed among teachers.