What happens when preschoolers visit a care home? Five lessons from an intergenerational project in the North East of England
Imagine growing up without knowing anyone over the age of 65. For most children in the UK, that is reality - only 5%live near an older adult, making it one of the most age-segregated societies in the world. In addition, less than 1 in 10 care home residents report regular interaction with anyone under the age of 30[1].
But what if there was a simple way to bridge this gap? A group of early-years educators and researchers in the North East of England decided to find out by exploring what happens when preschool-aged children and older people spend regular time together.
The project
In an award-winning initiative, practitioners at Childsplay Nursery in Newcastle upon Tyne have been taking groups of 3- and 4-year-olds for regular visits to an assisted living facility - known to them as the care village. There are no rigid lesson plans or structured activities. Children and residents simply share time and space.
Working alongside researchers from Newcastle University, the nursery team explored how these visits affected everyone involved: older adults, children and their families, care home staff, and early-years educators. The findings reveal benefits for all groups.
Here are the five most impactful takeaways alongside some tips for educators.
1. The power of unstructured activities
Unlike many intergenerational programmes, these visits were deliberately unstructured. Resources like books, paper, and building blocks were available, but interactions were organic. This ‘free-flow’ approach allowed genuine relationships to grow without a script. Both children and older adults could lead conversations, initiate games, and connect at their own pace. Without any formal instruction, the children formed deep, genuine bonds with the residents. For some, they became surrogate grandparents.
Try this: Start small - invite a local care home resident to join story time or a craft session without a set agenda.
2. Intergenerational learning as a two-way street
Learning flowed both ways. While children discovered residents’ life stories, older adults learned new skills from their young friends. One child taught a resident how to take a selfie on an iPad. Another, who was bilingual, shared words in their first language.
Try this: Encourage children to share their talents - whether it is tech skills or a favourite song.
3. Navigating the challenges of ageing
The project did not attempt to shield the children from the more challenging aspects of ageing. Instead, it created a safe and supportive environment for them to encounter and understand these realities. One child learned about wheelchairs through her friendship with a resident who had limited mobility. Another shared the news of a family bereavement with their trusted adult. Over time, the care village residents became confidants, offering unique emotional support to their young friends.
Try this: Use these moments to talk openly about diversity in abilities and life experiences.
4. Creating joy
The emotional impact of the children's visits was immediate and powerful. Residents described feeling ‘happy’, ‘thrilled’ and ‘cheerful’. On visit days, the care village buzzed with anticipation. "It’s a bit of a fight in the morning because everyone wants to be up early and ready; everybody’s buzzing", noted one staff member.
Try this: Make visits regular - predictability builds excitement and deeper bonds.
5. Developing intuitive, unprompted empathy
The children displayed intuitive empathy that went far beyond their years, adapting to the residents' needs without any adult prompting. The practitioners noted how children modified their communication for one resident who had poor sight and hearing. “They’ll go and they’ll talk right into her ear, knowing that she can’t quite hear, and then they guide her hand near the book and that’s all without us saying anything."
Try this: Observe and celebrate these moments - they show empathy in action.
A Call for intergenerational futures
This project shows that flexible, unstructured approaches create lasting benefits for children and older adults. Let’s make intergenerational practice part of everyday education by funding projects like this and weaving them into public health and early-years education strategies.
Read the full article:Schartner, A., Greener, L., Paxton, T., & Regan, A. (2025): ‘Make Sure You’ve Got Plenty of Space and a Hoover.’ The Perceived Impact of an Intergenerational Project Between a Preschool Nursery and an Assisted Living Facility for Older Adults,Journal of Intergenerational Relationships.https://www.tandfonline.com/doi/full/10.1080/15350770.2025.2556328
[1] ‘A generational crisis’: new report unveils UK is more age segregated than ever before
