Cultivating Family Intergenerational Encounters Through a Family–School Project on Cultural Heritage: Adults’ Voices

Abstract

This study examined parents’ and grandparents’ perspectives on intergenerational interactions within an innovative school–family partnership in early childhood education (ECE). Drawing on sociocultural concepts of learning and a ‘more-than-parents’ approach to intergenerational learning (IGL), this research project adopted a two-way partnership perspective, encouraging children and their family members to explore and reconstruct local cultural heritage sites together by utilising their lived experiences and cultural resources. A qualitative case study approach was employed, with data derived from an online open-ended questionnaire completed by 20 adult participants (i.e., 14 parents and six grandparents). Inductive thematic analysis revealed five core themes: (a) acknowledging children as capable agents; (b) identifying children’s learning; (c) adults as learners; (d) shared activities as a space for fostering family connection; and (e) challenges and suggestions for future implementation. The findings demonstrate that the shared exploration of cultural heritage can enhance mutual learning and foster vivid intergenerational communication, thereby strengthening family relationships. By observing the active role of young learners in intergenerational activities, participants acknowledged capabilities that they had previously overlooked in their children and/or grandchildren. However, challenges relating to time constraints, available resources and practical issues suggest that schools need to provide families with tailored information about such initiatives. Overall, this study emphasises the pivotal role of early childhood education in fostering IGL through reciprocal school–family partnerships.