Designing Intergenerational Spaces: What to Learn From Children
Neda Norouzi, Jou-Chen Chen, Shannon E. Jarrott, afrooz satari
Abstract
OBJECTIVES: Adopting recommendations of the United Nations Committee on the Rights of the Child, this study addresses the value of children's input on the architectural design of the built environment of intergenerational shared sites and the intergenerational interactions that took place there. BACKGROUND: Intergenerational programs bring children and older adults together, inviting them to interact, exchange ideas and support each other. Most intergenerational programs are planned by staff and often take place in a multipurpose room without direct input from child or older adult participants. METHODS: Data for this study were collected through interviews and drawings from 16 children at three intergenerational centers in Hawaii, Kansas, and Virginia. The interviews were transcribed, analyzed, coded, and categorized. Child development experts analyzed the drawings to better understand how children experience their surrounding environment. RESULTS: Four themes emerged from the triangulated data: (1) outdoor spaces offer rich opportunities for shared programming, (2) children enjoy sharing meals and snacks with intergenerational partners, (3) children recognize environmental features that facilitate or limit intergenerational interaction, and (4) varied spaces support to informal, brief intergenerational interaction. Our findings provide evidence in the value of involving children in designing intergenerational centers and programming. CONCLUSION: The children who participated in this study provided meaningful insight reflecting the experience of intergenerational activities and the impacts of the built environment on the quality and variety of these interactions.