In recent years, the Australian early childhood education and care (ECEC) sector has begun to explore a model that was once considered niche. Intergenerational early learning centres are emerging as environments where children and older adults interact regularly, creating shared experiences that extend beyond traditional education and care settings.
What makes this model particularly compelling is not just the social value, but its potential to address broader workforce, wellbeing and community challenges across both early learning and aged care.
What is intergenerational learning?
At its core, intergenerational learning involves structured, purposeful interaction between different age groups. These interactions are designed to support mutual understanding, respect and connection.
For children, the benefits are well established:
- Social development: Regular interaction with older adults supports empathy, patience and communication
- Cultural continuity: Exposure to stories, traditions and lived experience deepens understanding of community and identity
- Emotional development: Relationships with older adults can provide additional support, security and a broader sense of belonging
For older adults, particularly those in residential aged care, the outcomes can be equally significant:
- Reduced loneliness: Regular interaction provides a sense of connection and purpose
- Cognitive stimulation: Activities involving children can support memory and engagement
- Physical movement: Participation in shared activities encourages mobility and interaction
Research from organisations such as The Front Project continues to highlight the importance of connection, relationships and stability across both early learning and broader community wellbeing.
Designing effective intergenerational programs
Successful intergenerational programs are not incidental. They are deliberately designed and require alignment across multiple stakeholders.
Key characteristics include:
- Purposeful activities
Shared experiences such as storytelling, gardening and creative projects that are meaningful for all participants - Flexible environments
Spaces designed to support both children and older adults, with consideration for safety, accessibility and comfort - Collaborative planning
Input from educators, aged care staff, families and participants themselves
In practice, this model requires thoughtful workforce planning. Educators need to be confident operating in dynamic, multi-age environments — something that becomes particularly important when considering recruitment and team composition. Services adopting innovative models like this often benefit from a more structured approach to hiring and team design, similar to what is outlined in our permanent recruitment approach.
Case study: The Herd Intergenerational Learning Centre (Mornington, Victoria)
In 2023, The Herd Intergenerational Learning Centre opened in Mornington, Victoria, marking one of Australia’s first shared-roof intergenerational facilities.
This initiative brought together Uniting AgeWell and an on-site early learning centre, creating an environment where children and aged care residents interact daily.
Key features include:
- Shared spaces
Communal areas designed for music, storytelling and creative activities - Integrated curriculum
Programs aligned with early learning outcomes while incorporating the interests and participation of older adults - Mutual benefit
Children develop empathy and communication skills, while residents experience increased engagement and reduced isolation
Outcomes and early observations
After its first year of operation, The Herd reported several positive outcomes:
- Improved wellbeing
Residents demonstrated increased engagement and more positive mood patterns - Advanced communication skills
Children displayed stronger language development and emotional awareness - Stronger community connection
Families reported a greater sense of shared identity across both cohorts
These outcomes reinforce what many in the sector already understand: relationships drive quality.
Workforce implications: what services often underestimate
While the model is compelling, it also introduces new workforce considerations.
Educators working in intergenerational environments require:
- confidence in adapting practice
- strong communication across age groups
- the ability to operate within a less traditional structure
This places greater importance on how teams are built, not just how roles are filled.
In some cases, challenges within innovative models only become fully visible after staff transitions occur. Understanding these patterns — particularly around workload, expectations and team dynamics — can provide valuable insight before scaling or expanding a program. This is where independent exit interviews can offer additional clarity.
The future of intergenerational learning in Australia
The integration of intergenerational programs within early learning centres represents a broader shift in how education and care environments are designed.
Rather than operating in isolation, services are beginning to reflect the communities they sit within — connected, multi-generational and collaborative.
As Australia continues to evolve its approach to early childhood education, models that prioritise connection, continuity and community will play an increasingly important role.
Final thought
Intergenerational early learning centres are not simply a new concept.
They represent a different way of thinking about care, education and community — one that recognises the value of relationships across all stages of life.