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The de-pathologization of childhood, disability and aging in an intergenerational art class

Implications for educators

University of Western Ontario, Canada

Based on a naturalistic study of an intergenerational art program at a colocated child and long-term care facility, the purpose of this article is to discuss the implications of the program’s learning opportunities, primarily for young children, in light of current conceptualizations of childhood, aging and disability. Through a critical, postmodern framework which sees childhood, aging and disability as situated phenomena which are produced as objects in relation to power, I argue that programs such as this one are radical in their de-pathologization of these three social groups.

Key Words: art making • disability • early childhood education • geriatric • intergenerational programs • naturalistic inquiry

Journal of Early Childhood Research, Vol. 3, No. 3, 243-268 (2005)
DOI: 10.1177/1476718X05056520


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