Schools are powerful places in almost all societies as this is where shared learning can take place among children classified by similar age groups in classrooms. This kind of classroom-based education is effective in teaching curriculum-based knowledge in a structured manner. However, this may not give young people complete tools to survive for the rest of their life. There is room for a more balanced approach to stimulating young minds and broadening their perspectives for meaningful life through sharing experiential and tacit knowledge from different age groups. However, given a lack of frequent intergenerational communications due to changes in the family structure towards more nuclear families these days [1], encouraging interactions between different generations can potentially play an important role in filling the gaps in children’s formal education. A model of cross-generational programmes was implemented in the intergenerational School in Ohio in the USA in the form of community-based teaching activities. Older volunteers in the community teach young children how to read, to solve mathematics as well as playing a role as mentors [2]. A growing body of studies has reported the potential positive impacts of intergenerational activities on older adults at preschool and school settings [3,4]. There is a question raised- “can intergenerational approaches make a difference to children’s attitudes and behaviours?” This present study aims to review the evidence on the effectiveness and economic aspects of intergenerational interventions on children and young people in term of their classroom behaviours and psycho-social outcomes.

Citation: A-La Park (2015) The Effects of Intergenerational Programmes on Children and Young People. Int J Sch Cog Psychol 2:118. doi: 10.4172/1234-3425.1000118

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