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RECR 4400- Major Paper Assignment
Aman Singh- 100370820
March 23rd, 2025

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Contents
Executive Summary.…………………………………………………………………………....3
Introduction.……………………………………………………………………………………...4
Research Question.……………………………………………………………………………..4
Importance of Topic Area.……………………………………………………………………...6
Literature Review.……………………………………………………………………………….7
Methodology.…………………………………………………………………………………...12
Interviews.………………………………………………………………………………………12
Content Analysis.………………………………………………………………………………13
Observations.…………………………………………………………………………………..13
Research Findings and Analysis.…………………………………………………………….14
Impact of Findings on Research Question.…………………………………………………18
Recommendations.……………………………………………………………………………19
Conclusion.……………………………………………………………………………………..20
Reference List.…………………………………………………………………………………22
Appendices.……………………………………………………………………………...…….24

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EXECUTIVE SUMMARY
The City of Surrey's Community Arts, Library, and Recreation teams are exploring how
to provide intergenerational opportunities at Clayton Community Centre's Family Day
event to enhance community connections, inclusion, and a sense of civic pride. Clayton
Community Centre, which opened in 2021 in Surrey's Cloverdale neighborhood, is a
multipurpose facility with various spaces for arts, recreation, and library services and
serves a wide demographic. This paper aims to understand how these services can
better engage multiple generations to foster stronger community bonds.
The literature review highlights the barriers different generational groups face in
participating in intergenerational activities, such as social anxiety, physical limitations,
and age-related differences. These barriers are compounded by segregation in spaces
designed for specific age groups and technological gaps. The review stresses the
importance of intergenerational learning and community-building, noting that cultural
pride and family dynamics foster inclusion. Furthermore, current literature lacks focus
on marginalized groups, such as Indigenous and racialized communities, which could
provide benefits for more inclusive intergenerational programs.
The research utilized content analysis, interviews, and observations to explore how the
Clayton Community Centre can strengthen intergenerational engagement. Interviews
with City of Surrey professionals provided insights into the current state of
programming, revealing that while there are opportunities for multigenerational
engagement, there are gaps in fostering direct connections between generations.
Observations of Family Day activities showed that many families stayed within their
social groups, with limited interaction between different generations. Additionally,
specific facilities, like the community kitchen, were underutilized during the event,
signaling an opportunity to engage families and communities better.
Key findings emphasize the need for improved program design and facility layout to
encourage more interaction among diverse age groups. Recommendations include
creating more engaging spaces and programs to attract youth, utilizing cooking
programs to bridge generational gaps, and redesigning spaces to encourage greater
engagement between different family groups.

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Research Question
How can the City of Surrey's Community Arts, Library, and Recreation teams
provide intergenerational opportunities at Clayton Community Centre on Family
Day to strengthen community connections, inclusion, and civic pride?
INTRODUCTION
This assignment aims to investigate The City of Surrey's Community Arts,
Library, and Recreation team's current ideas and activities for Family Day and how to
incorporate intergenerational opportunities. This examination will uncover gaps or areas
for improvement and ways to enhance further or introduce new ideas based on existing
intergenerational programs and research.
The sponsoring organization, The City of Surrey, comprises a cultural division
responsible for managing contemporary and public art collections and supporting citywide arts programs, facilities, and cultural grants. There are six sections that make up
the culture division: Surrey Art Gallery, Surrey Civic Theatres, Heritage Services,
Museum of Surrey, Special Events and Community Arts. The Community Arts team is
relatively new, as it has only been in the City of Surrey for three years. Recreation
services are responsible for the operation of recreation facilities including programs for:
Recreation for all ages, aquatics and arenas, indoor sport and fitness, seniors and
childcare. Library services offer a wide range of programming for all ages including story
time, book clubs, computer classes and newcomer settlement services.
Clayton Community Centre is a relatively new facility that opened in 2021. Its
unique design and layout consist of visual, performing, and woodworking arts studios, a
fitness studio, a designated childminding area, a weight room, a full-size gymnasium, a
preschool, an entire library with private study rooms, an outdoor community garden, and
universal bathrooms. The center serves all demographics and areas of interest,
embodying a multipurpose facility.
The case study of this research will be Family Day, which is a three-hour event
operating out of Clayton Community Centre. The project's sponsoring agent is Kim
Drabyk, the manager of the community arts team in the City of Surrey. She has

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extensive experience and an educational background in arts, heritage, exhibitions, and
galleries recognized in Canada and the United Kingdom.
Operationalized Key Terms
Intergenerational Opportunities- Activities, programs, or initiatives that intentionally
bring together individuals from different age groups to engage, interact, and share
experiences that foster mutual understanding, respect, and collaboration. This definition
is helpful as it vaguely communicates how exchanging thoughts, beliefs, knowledge,
values, or practices across different generations may inhibit meaningful interactions.
Family Day is a statutory public holiday observed in several Canadian provinces on the
third Monday in February. It is meant to celebrate families and encourage family-friendly
activities, allowing individuals to spend time with loved ones, participate in leisure
activities, and reflect on the importance of family life. This definition can be interpreted
subjectively, as accessibility, engagement, and family-orientated activities can differ
across cultures, family dynamics/structure, and age groups.
Civic Pride- The sense of pride and attachment residents feel toward their community
or city, driven by shared identity, collective achievements, the physical environment,
and social or cultural values. This definition highlights how community members may
perceive their local environments, which is crucial when trying to form cohesion across
different generations. Each age group will have their own perceptions.
Community Connections- Relationships, bonds, and networks formed between
individuals, organizations, and institutions within a community that can promote a sense
of belonging, trust, cooperation, and collective action, leading to a stronger, more
cohesive community. All elements mentioned in this definition (belonging, trust,
cooperation, cohesion) are crucial when communicating and influencing different age
groups to come together, mainly when strong disagreements and indifferences
inevitably exist.

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Importance of Topic Area
By understanding different generations and integrating inclusive activities, all
three teams can help foster stronger bonds between different age groups. This can
reduce age-related stereotypes and biases, fostering a more inclusive and harmonious
community where people of all ages feel valued and connected. Older generations often
have valuable life experiences, skills, and cultural knowledge that can be passed down
to younger people. Similarly, younger generations can bring new perspectives, ideas,
and technological skills. When these two groups collaborate in community events, they
can share knowledge creatively and meaningfully, enriching everyone involved.
Community events that incorporate intergenerational activities are likely to have a
broader appeal, attracting a more diverse group of participants. This could lead to
increased attendance, engagement, and a sense of collective ownership of the event
from community residents. Municipalities can build stronger and more resilient
communities by bringing different generations together. Intergenerational connections
can create support networks where people are more likely to help one another,
especially in need. Integrating intergenerational ideas into community arts programs can
spark creative collaboration between age groups. Younger generations may bring fresh
perspectives or contemporary art forms. In comparison, older generations can offer
traditional or historical art forms, creating a blend of innovation and heritage that could
lead to unique, high-impact artistic projects or performances.
Intergenerational interactions have been shown to reduce loneliness and improve
mental health, particularly among older adults. These connections can combat social
isolation, build a sense of belonging, and enhance well-being. For younger people,
these interactions provide opportunities to build empathy, develop communication skills,
and foster a deeper understanding of different life stages. Intergenerational activities
can increase involvement in local initiatives, including volunteerism. Older and younger
generations working together in community events can encourage a culture of
volunteerism across age groups, ensuring that individuals feel a sense of civic
responsibility and are motivated to contribute to their community's development.
Community events are also essential for building a sense of unity, engagement, and

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pride within a locality. They promote social interaction, support economic vitality, and
foster a culture of learning, inclusivity, and collaboration, all of which contribute to a
community's overall well-being and development.
LITERATURE REVIEW
Introduction
This section focuses on analyzing current literature to create a narrative and
emphasize the importance of the research topic regarding its connection to community
recreation. Themes analyzed included the following: Participation barriers and
challenges, Identity and Self Reflection and Family Dynamics and Structure.
Evidence to Support Research Topic
Participation Barriers and Challenges
Intergenerational opportunities can be exciting but also intimidating as barriers
and challenges may arise. A challenge often tests one's abilities, whereas a barrier is a
restricting obstacle that may prevent one’s progress entirely. People tend to stay in their
own age and cultural groups as it is a familiar, safe, and comfortable environment
(Cushing & van Vliet, 2018). They share everyday experiences and communication
styles within their inner circles; therefore, it can be challenging to engage and interact
with others outside their age range (Cushing & van Vliet, 2018). Some existing barriers
and challenges are; limited interests, physical and cognitive limitations, historical
prejudices or assumptions, technological comprehension, societal changes, social
anxiety, fear of judgement or not belonging, time constraints and feelings of skill or
ability incompetency (Kane et al., 2021).
Regarding physical segregation, a facility with separate areas for different age
groups (e.g., a children's play area, senior spaces, etc.) can create a physical barrier to
intergenerational interaction. While space may be multigenerational, it is important to
note that it may not be intergenerational (OutdoorPlay, 2021). Multigenerational refers
to a space where there is a presence of different age groups within the same proximity,
whereas intergenerational is the interaction and exchange between different groups

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where communication, learning, and relationship building happens (Cushing & van Vliet,
2018). Carefully designed spaces where all generations coexist and engage are crucial
for building stronger connections. Purposeful space planning with intentional designs
such as flexible seating and communal gathering spots are the fine details that
determine this distinction. These separations may inadvertently discourage different age
groups from mixing and interacting with one another (MacCallum et al., 2010). These
differences between each generation are what separates individuals from one another.
Intergenerational programs help challenge and break misconceptions by allowing
different generations to engage and understand each other, leading to stronger
community connections and inclusion in social and educational settings.
Identity and Self-Reflection
Recreation and cultural opportunities are essential for identity because they allow
individuals to express values, beliefs, traditions, and experiences. These activities allow
people to connect with their cultural heritage, better understand themselves, and share
with others. Traditional music, dance, art, or storytelling helps people connect to their
cultural roots (Generations United, n.d.). Personal identity brings people together of
similar values to create communities and foster stronger connections across
generations (Stodolska & Alexandris, 2004). Creating a shared identity helps bridge
generational gaps and enables mutual learning and growth across different age groups
through common shared values (MacCallum et al., 2010). Understanding from within
initiates opportunities for greater expression, leading to group interactions and further
reaching larger communities.
Viewing people as valuable assets in developing pride and identity has been
suggested as a path toward a more sustainable future (Stodolska & Alexandris, 2004).
When individuals and groups take pride in who they are, it creates a positive, unified
foundation for collaboration and collective growth. Creative processes can connect
people to their heritage while enabling them to engage with new, innovative forms of
artistic expression. Cultural production allows individuals or groups to express and
reshape their values, identity, and beliefs, creating new meanings in everyday life (Kane
et al., 2021). This process can foster understanding and collaboration by recognizing

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that cultural production is dynamic, encouraging mutual respect, dialogue and
cooperation between generations. Intergenerational opportunities encourage people to
think about what matters most to them and how they can contribute to the greater good.
Reflection on one's values, particularly in the context of different age groups, can help
reinforce a collective identity built on shared goals, such as community well-being,
equality, and respect.
Family Dynamics and Structure
Families play a fundamental part in carrying out intergenerational learning by
patterns of interactions, relationships, role responsibilities, individual personalities,
shared experiences, cultural influences, and more. Intergenerational learning involves
informal communication among family members to convey knowledge, skills, social
norms, and values (Lyu et al., 2020). Families pass down information and values across
generations. Intergenerational learning strengthens community bonds by fostering
communication and understanding within families, which often extends to the broader
community. It builds a sense of pride as families contribute to preserving and sharing
traditions, skills, and social norms that shape their collective identity.
Long-established customs, values, and social structures characterize traditional
ideologies. They often focus on agriculture, family roles, and community-oriented living.
Change tends to be slow, and practices are passed down through generations. Modern
ideologies are marked by rapid technological advancement, industrialization, and
urbanization. They emphasize individualism, economic growth, and innovation, with
more fluid social structures and faster societal change. Non-traditional families, such as
single-parent households, blended families, and same-sex parent families, often provide
more diverse perspectives and experiences. This diversity can enrich the community by
broadening the understanding of what it means to be a family and offering new solutions
for community needs (MacCallum et al., 2010). Non-traditional families are pivotal in
cultivating pride in diversity and fostering inclusive communities. They challenge rigid
norms and encourage new ways of thinking. (Lyu et al., 2020). Together, traditional and
modern ideologies can broaden horizons with adequate education and communication
that can strengthen family structures, neighborhoods, and communities.

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Shifting this focus towards the demographic and relation in Surrey, it is safe to
imply there is assistance is necessary with catering to different general needs.
Multigenerational households are 17,860, approximately 9.6% of the population
(Government of Canada, 2024). Generation status includes the following: First
Generation- 290,745 (52%), Second Generation 145,495 (26%) and Third generation or
more 126,320 (22%) (Government of Canada, 2024). With such a large number of
residents first generation, newcomers, or immigrants, developing civic pride may raise
mixed emotions. First-generation individuals may have great pride in the new country or
community, often valuing the new opportunities; however, they may also feel nostalgia
for their homeland, facing difficulties balancing both identities (Stodolska & Alexandris,
2004). The second generations are usually more familiar with the host country's
language, customs, and values, making them more included. However, they may also
face challenges in terms of identity as they navigate between two cultures (Stodolska &
Alexandris, 2004). For third-generation individuals, pride tends to be based on national
identity, and they may feel little connection to their ancestral roots unless there is a
conscious effort to preserve those cultural aspects (Stodolska & Alexandris, 2004).
Areas of Controversy and Gaps in Literature
As older generations try to pass down cultural knowledge, some question how
relevant this knowledge is to younger generations, who may have different societal
contexts, interests, and worldviews. The tension between preserving cultural traditions
and adapting them to modern sensibilities can create disagreement about how
intergenerational activities should be structured (Sánchez, Clyde, & Brown, n.d.). Some
believe that younger generations should benefit from such programs (gaining wisdom or
experience from older generations). In contrast, others argue that both generations can
equally grow and develop competencies in diverse, meaningful ways. Some
researchers argue that social systems must be prioritized and changed before
infiltrating changes within different generations (MacCallum et al., 2010). social systems
like education, healthcare, family structures, and economic systems. These foundational
societal frameworks shape how people interact and resources are distributed. The idea
is that the larger social systems must be addressed or restructured before implementing

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changes across generations (such as in how different age groups interact or learn from
one another). This ensures that fairer, more effective systems promoting equity and
cohesion will support generational changes. There is also limited research on the
specific participation barriers for marginalized or non-traditional family structures, such
as single-parent families or communities with high immigration rates. Understanding
how these diverse groups experience barriers can provide a more nuanced view of
participation. In segregated or marginalized communities, there may be additional
barriers in intergenerational settings. These include Indigenous communities, racialized
communities, LGBTQ+, people with disabilities, low-income communities, and
immigrant and refugee communities. Finally, while it is well-understood that
multigenerational spaces exist, there is a need for more studies on the effectiveness of
design in fostering genuine intergenerational interactions. Research often discusses the
presence of multiple generations in the same spaces but does not adequately explore
the nuances of how physical space affects social behavior and engagement between
generations.
Literature Review Summary
This literature review examines the barriers and challenges of intergenerational
participation, emphasizing that while opportunities for cross-generational engagement
are valuable, several obstacles can hinder meaningful interaction. These include
physical limitations, social anxieties, historical prejudices, technological gaps, and
societal changes. Effective design of spaces that promote interaction across
generations is crucial for overcoming physical and social segregation. The review also
highlights the importance of recreation and cultural activities in shaping personal identity
and fostering connections across generations. Shared values and cultural expressions,
like art and storytelling, help bridge generational divides and encourage mutual learning
and respect.
Family dynamics play a critical role in intergenerational learning, with traditional and
modern family structures contributing diverse perspectives. Non-traditional families can
enrich communities by challenging norms and fostering inclusivity. The review notes the
demographic makeup in Surrey, where a significant portion of the population is first-

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generation immigrants, who may experience mixed emotions balancing pride in their
new community with nostalgia for their homeland.
Finally, gaps in the literature are identified, such as the tension between preserving
cultural traditions and adapting to modern sensibilities and the need for more research
on the specific barriers faced by marginalized or non-traditional families. Additionally,
the design of multigenerational spaces and their impact on fostering intergenerational
interaction requires further exploration.
METHODOLOGY
The primary research plan consisted of three key research methods: content
analysis, interviews, and observations. All three methods provided valuable information
about the research topic. Content analysis provided relevant insight into the systems,
policies, initiatives, programs, and offerings the City already has or plans to implement
to address the topic area. By looking at the relevant City of Surrey documents, a more
detailed look was provided regarding the importance of the topic area, as well as the
plan moving forward to address challenges and issues. Interviews with field
professionals provided relevant insight into the experience and connections that City
staff have, where this topic area is present, and how it is currently being addressed.
Various professionals were interviewed, each providing a different perspective on the
topic in three different departments. Real-world experience sharing was important to
help shape realistic and actionable solution plans to the challenges present in the topic
area, backed with professional expertise and knowledge. Observations provided firsthand unbiased insight and viewing experiences, with an attendance of approximately
514 guests. Observing all offerings from library services, arts and culture, and
recreation on Family Day at Clayton Community Center allowed a revealing and
contained environment.
Interviews
Four professionals in the City of Surrey were contacted and interviewed virtually
(Microsoft Teams). The interview question guide is in Appendix A.
Kaytee Kilgour (CSA Visual Arts Programmer) March 6, 2025, at 9:30 am

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Andrea Anthony (Art Operations Coordinator) March 7, 2025, at 11:30 am
Michelle Meech (Youth Services Librarian) March 8, 2025, at 12:30 pm
Melissa Collins- Community Services Coordinator March 8, 2025, at 2 pm
Observations
Three observations were made during primary research, which occurred on February 15
at the Family Day event at Clayton Community Center (see Appendix C for the
observations checklist).
Visual Arts Studio and Performing Arts Studio- I looked at collective art activities
from the VA studio, including family dynamics, size and composition, interactions, level
of sharing of values/beliefs/culture, comprehension, and accessibility details. Analyzed
patrons in the PA Studio for the live play Frog Belly Rat Bone
Recreation Services- Playtime for toddlers, Shootaround basketball for kids, and
Planting Seeds (A collective gardening activity in the multipurpose room). Identified
types of engagement, participation levels, and age groups in each activity. Looked at
accessibility, family dynamics, interaction types
Library Services- Family Fun (A designated room in the library for free time, including
card games, board games, and reading activities for all ages). Looked at family types,
compositions, demographics, Engagement levels, Interaction types
Content Analysis (Appendix B)
´City of Surrey's PRC Strategic Plan
´City of Surrey Needs Assessment
´City of Surrey's Social Development Plan
Surrey's Public Engagement Strategy

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Research Findings and Analysis
1. Utilize aspects of the facility space, structural layout, and some of the
activities and services offered at Clayton Community Centre.
There are a lot of unique key components of the way the floor plans for
programs and services are designed and layouts to consider. Firstly,
according to the primary research, the setup of different stations was not
conducive to external interactions among the families. All the observations
(Appendix C) showed that more engagement between different family groups
was needed and could have been helpful. Participants who came in their
groups tended to stay together, and there was not much interchangeable
communication happening. A finding from the content analysis in the City of
Surrey's PRC Strategic Plan provided a solid definition of what facilities and
design layouts should embody.
Community facilities must create welcoming environments for all residents
and provide active spaces that foster a sense of connection (Strategic Plan
Content- Inclusion) (Appendix B). For authentic community connections and
inclusion, it is essential to get people to engage outside their social groups, which
facilities should intentionally create. From the interview with Michelle Meech
(Youth Services Librarian) (Appendix A), some family day challenges and most of
her programs pertain to seating challenges. During some of her programs, which
are more orientated towards children and younger demographics, seating is an
issue, and adults and parents are usually left holding bags, coats, umbrellas, and
other accessory items. This hinders the experience of actively listening,
engagement, and potential socialization as comfort is sacrificed.
A contradictory finding was found in an interview with Andrea Anthony, Arts
Operations Coordinator (Appendix A). She emphasized how our current space is
constantly transitioning through our exhibit displays. The exhibits are a huge part
of the facility space and become a collaborative showcase for different families

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and generations across the community to foster pride as everyone's input is
included. The exhibits in the space become an engaging environment for
discussions, linking people in a passive but purposeful way. Finally, from the
primary research, an interview with Melissa Collins (Appendix A) revealed how
unused the community kitchen is during large-scale events. The unused kitchen
was a missed opportunity for Family Day, as food, nutrition, food safety, and
cooking bring people together to learn and engage. Tying this to what was found
in the secondary research, more contradictions to what was found in the primary
research were present. The secondary research briefly highlights how physical
segregation occurs in physical spaces designed with separate areas for different
age groups (it can create barriers to intergenerational interaction, discouraging
different age groups from mixing and interacting with one another (MacCallum et
al., 2010). This distinction with this is that most of the activities at Clayton
Community Centre Family Day were inclusive for all, just not in the most
proactive way.
2.

There is a need to retain and involve more youth in programs, services, and

events, including family day, and have them interact with seniors more
frequently.
All three observations on family day revealed that the attendance for youth
was low. Getting input from young people about what they would like to see at
family day events could have helped. From the content analysis, the City of
Surrey's Needs Assessment (Appendix B) revealed from research that more
senior and youth cross-intergenerational mentorship and more youth and senior
spaces are needed. This key finding connects to findings in the secondary
research of how crucial it is for younger generations to benefit from the wisdom
and experience of older individuals. In contrast, older adults can learn about new
ideologies and skills from younger people. In an interview with Mellisa Collins
(Appendix A), she stated how a while ago, there was a youth and senior activity
called "Chat and Play," and it was a success. Youth and seniors got together,
chatted, and played board games. It was effective as both age groups discussed

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their location in specific areas of their lives (Collins and Singh). This is a key
finding as it revealed the positive outcomes for programs that ran with minimal
effort, indicating the potential for similar and more frequent implementation.
Another key finding was from the interview with Andrea regarding programming
for youth and other generations, being responsive to time and scheduling
(Appendix A). It is crucial to be mindful of each generation's tempo and where
they can go. Here at Clayton specifically, we try to mitigate schedules with the
high school close by and create extra time based on that using the Surrey School
District Calendar (Anthony and Singh). During spring, summer, and winter break
for camps, regular senior programs are paused as the goal is to provide different
services (Anthony and Singh). This is a key finding as it shows gaps and time
conflicts exist, and there could be more potential to somehow incorporate seniors
into the place as youth more often. These two generations could benefit more
from each other, especially with the center being between Ecole Salish
Secondary and Clayton Heights Care Community. Andrea also mentioned low
attendance rates in arts programs, which is another opportunity to search for
innovative practices and forms of marketing. Secondary research finding
indicates how Clayton operates some of its activities and programs. "It is
important to note that while space may be multigenerational, it may not be
intergenerational" (MacCallum et al., 2010). Multigenerational refers to a
composition—people from different generations are present. Intergenerational
refers to an active exchange or connection between and among the generations,
and this is where there is an excellent opportunity to enrich both people and the
environment while promoting a wealth of positive benefits for all (OutdoorPlay,
2021). Although the center is highly versatile and provides a prime example for
multipurpose use for all demographics, some gaps exist in building stronger
connections.

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3.

Multimodal teaching, learning, programming, anduniversal themes are

crucial for all three departments.
Through the observations on family day, there was the use of common
grounds, a theme of environmental care, and green space in all three
departments Appendix C). Visual arts had activities including molding clay
mushrooms, paper tree making, and ink stamping names on community family
trees (Appendix C). Performing Arts had the live play, "Frog Belly Rat Bone,"
which is about environmental sustainability (Appendix C). Recreation services
had a designated multipurpose room for planting seeds (Appendix C). The library
had more books that emphasized green themes and the environment. This was a
key finding, as observing a theme showed how a theme allows participants to
see and feel the impact and core messages when all the departments work
together. It displayed a prime example of how impactful cohesively working
together can be and should be conducted using this methodology for more
events. Another key finding was from an interview with Kaytee Kilgour (Appendix
A). She highlighted how the art team uses Multimodal communication and visual
instructions to tackle challenges and barriers for non-English speakers by using
pictures of step-by-step instructions with fewer words that participants can take
home with them and recreate art (Kilgour and Singh). This ensures the
sustainability of learning and fosters a sense of ownership and pride in their artmaking process. We also celebrate not following instructions and going against
the grain, as art is subjective (Kilgour and Singh). This was a key finding as it
revealed how to break language barriers, which can also be a part of
generational barriers. Age and abilities are not the only constrictions within
generations; therefore, multimodal learning, directions, and teaching can serve in
different forms in an intergenerational exchange. This correlates to some
secondary research on how parents and children should have the environment to
make independent choices in a space with limited barriers and navigate through
challenges (Sánchez, Clyde, & Brown, n.d). This finding also values the
importance of closely gaining knowledge from other departments, in this case,
library services and using that knowledge to guide and structure activities.

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Another finding was from an interview with Michelle Meech (Appendix A). She
stated it can be challenging trying to please all ages with fun family stations, easy
games, coloring, more complicated games, craft programs, and culturally specific
activities (Singh and Meech). They may be under or over-stimulating based on
age and skill levels. This key finding solidified that abilities may not match
generational needs. With these observations in mind, programming and
implementation should be done carefully, as different learning styles and
comprehension vary across age groups and cultures.
Impact of Findings on Research Question
Integrating purposeful facility design, multimodal learning approaches, intergenerational
programs, and inclusive themes into the Family Day event at Clayton Community
Centre has the potential to significantly enhance community connections, inclusivity,
and a deep sense of civic pride. The physical layout and design of community spaces
play a crucial role in shaping the interactions that take place within them. By
strategically planning spaces that encourage natural interactions between diverse age
groups, the Centre can create an environment that facilitates cross-generational
exchanges. For example, open and flexible spaces, along with clearly defined areas for
collaborative activities, can foster connections between families, youth, seniors, and
other community members, allowing everyone to feel welcome and engaged.
Incorporating multimodal learning approaches into Family Day can also contribute to a
more engaging and dynamic experience for attendees. Different generations learn and
interact in diverse ways, and offering a variety of learning experiences—such as handson workshops, interactive exhibits, and digital platforms—can help meet the needs of
everyone.
Furthermore, implementing intergenerational programs specifically designed for Family
Day can facilitate direct engagement between generations, fostering mutual
understanding, respect, and collaboration. These programs could include shared
activities, such as group games, collaborative art projects, and storytelling circles,
where youth and seniors work together to create something meaningful. By engaging
both youth and seniors in these types of activities, the City of Surrey can create

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meaningful interactions that transcend generational divides and celebrate the unique
strengths and perspectives that each group brings to the table.
By carefully considering the needs and preferences of different generational needs and
intentions, the City of Surrey can create more dynamic, engaging opportunities that
promote cross-generational interaction.
Recommendations
1. Provide more initiatives, prizes, and motives for youth participation in
family day.
After carefully considering youth attendance levels on Family Day, it is safe to
consider new ways to draw in this demographic. Researching updated and cool trends
might be helpful. Working closer with library services on pop culture, music,
entertainment, sports, and arts could be helpful. Being so close to a high school, the city
could use a more substantial presence on social media platforms such as TikTok and
Instagram to market more reasons to come to this event. Youth are at the age where
they want to be more independent; therefore, having a designated space, new skills
they have not tried before, peer-to-peer motivation, gaming zones, and youth-led
activities could encourage participation.
2.

Utilize Cooking programs, food knowledge, nutrition, growing own food,

and gardening between different generations, young and old.
This implementation will consider the kitchen's missing presence on Family Day
and how it is not utilized enough for other events, programs, and services. This could
mean looking into cultural food themes, trends, social media recipes, old recipes to be
carried down to new generations, digital cooking classes to navigate video tutorials and
online recipes, cooking challenges amongst different age demographics, and creating a
shared community cookbook.
3.

Design more engaging layouts and floorplans, and have more outreach

staff engage with patrons.

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This recommendation came from the lack of social engagement amongst families
outside their social groups and limited space for accessories. This could include having
different seating options, including family-style seating and multimodal resources in all
departments. In addition, adding a coat rack, hangers, and different areas for accessory
items could allow patrons to feel more comfortable and initiate more participation and
conversations. Having more staff on board with informal scrips and knowledge of the
upcoming community event, program, and services could be more helpful.
4.

Creating a quiet room/space to help those with social anxiety or who

overwhelmed by loud events.
Not everyone processes sensory information the same way. For those who have
heightened sensitivity to noise, crowds, or other social stimuli, a quiet room offers a
way to still participate in events without being excluded because of their specific
needs. Offering a quiet room empowers individuals to manage their needs in realtime. They can decide when they need a break, allowing them to rejoin the event
feeling more prepared and less overwhelmed.
CONCLUSION
The City of Surrey's Clayton Community Centre offers a unique and versatile space that
holds great potential for fostering intergenerational connections, thanks to its multipurpose design. Serving as a hub for community activities, the Centre has proven to be
an effective venue for encouraging engagement across diverse age groups. Family Day
2025 showcased the Centre's strengths, highlighting how the collaboration between the
Community Arts, Library, and Recreation teams effectively provided engaging
opportunities for various demographics. However, the event also revealed key areas for
growth, particularly in attracting and engaging youth, better utilizing available spaces,
and rethinking current programming to foster deeper intergenerational connections.
One gap identified during Family Day was the underrepresentation of youth in
intergenerational activities. Despite the Centre’s appeal to families, youth involvement
remained limited. To address this, strategies such as offering more targeted incentives
for youth participation, integrating youth-friendly activities, and partnering with local

21
schools and youth organizations could enhance engagement. Additionally, current
spaces like the kitchen, which remained underutilized, present untapped potential for
meaningful interactions. Cooking programs, for example, can bring together multiple
generations in collaborative, hands-on activities that not only promote skill-building but
also serve as a natural platform for building relationships and understanding between
age groups.
Further recommendations involve rethinking the spatial design of the Centre to
encourage more organic interactions. Redesigning common areas to create open,
inclusive environments will allow families from different age groups to mingle more
freely. It is essential to create flexible spaces that can adapt to different group sizes and
types of activities, enabling better intergenerational engagement. Staff outreach can
also play a pivotal role—by actively engaging with both younger and older community
members, staff can facilitate connections, provide personalized programming, and
create a stronger sense of belonging within the community.
Ultimately, the goal is to maximize the potential of the Clayton Community Centre as a
multifunctional space that promotes cross-generational interactions. By intentionally
designing programs, enhancing spaces, and fostering a welcoming environment for all
ages, the Centre can become a model for creating strong, resilient communities.
Fostering intergenerational relationships will not only strengthen community ties but also
promote a deeper sense of civic pride and inclusion across Surrey. As the Centre
continues to evolve, it will be essential to build upon the success of Family Day 2025,
ensuring that all generations are engaged, valued, and included in shaping the future of
Surrey's vibrant community.

22
References
Cushing, D. F., & van Vliet, W. (2018). Intergenerational communities as healthy places
for meaningful engagement and interaction. Families, Intergenerationally, and
Peer Group Relations, 239–265. https://doi.org/10.1007/978-981-287-026-1_10
City of Surrey. (n.d.). Public engagement strategy. City of Surrey.
https://www.surrey.ca/sites/default/files/media/tender_docs/surrey_public_engag
ement_strategy_0.pdf
City of Surrey. (n.d.). Social development plan: What we heard report. City of Surrey.
https://www.surrey.ca/sites/default/files/media/documents/Social-DevelopmentPlan-What-We-Heard-Report.pdf
City of Surrey. (n.d.). Parks, recreation & culture needs analysis. City of Surrey.
https://www.surrey.ca/sites/default/files/media/documents/SurreyPRCNeedsAnal
ysis.pdf
Generations United. (n.d.). I need you, you need me: The young, the old, and what we
can achieve together. Generations United. https://www.gu.org/resources/i-needyou-you-need-me-the-young-the-old-and-what-we-can-achieve-together/
Government of Canada, S. C. (2024, August 2). Census profile, 2021 census of
population: Profile table, Census profile, 2021 Census of Population - Surrey,
City (CY) [Census subdivision], British Columbia. Statistics Canada.
https://www12.statcan.gc.ca/census-recensement/2021/dppd/prof/details/page.cfm?Lang=E&SearchText=surrey&DGUIDlist=2021A000559
15004&GENDERlist=1&STATISTIClist=1&HEADERlist=0
MacCallum, J., Palmer, D., Wright, P., Cumming-Potvin, W., Brooker, M., & Tero, C.
(2010). Australian perspectives: Community building through intergenerational
exchange programs. Journal of Intergenerational Relationships, 8(2), 113–127.
https://doi.org/10.1080/15350771003741899

23
Sánchez, M., Clyde, A., & Brown, S. (n.d.). The Nine Intergenerational Certificate in
Intergenerational Learning’s quality standards in intergenerational work. Course
contents [Unpublished course material].
Stodolska, M., & Alexandris, K. (2004). The role of recreational sport in the adaptation
of first-generation immigrants in the United States. Journal of Leisure Research,
36(3), 379–413. https://doi.org/10.1080/00222216.2004.11950029
KANE, K. M., QUARTZ, K. H., & KUNISAKI, L. T. (2021). Multigenerational art making
at a community school: A case study of transformative parent engagement.
Harvard Educational Review, 91(4), 511–536. https://doi.org/10.17763/19435045-91.4.511 (A)
Lyu, K., Xu, Y., Cheng, H. et al. The implementation and effectiveness of
intergenerational learning during the COVID-19 pandemic: Evidence from China.
Int Rev Educ 66, 833–855 (2020). https://doi.org/10.1007/s11159-020-09877-4
(A)
MacCallum, J., Palmer, D., Wright, P., Cumming-Potvin, W., Brooker, M., & Tero, C.
(2010). Australian Perspectives: Community Building Through Intergenerational
Exchange Programs. Journal of Intergenerational Relationships, 8(2), 113–127.
https://doi.org/10.1080/15350771003741899 (A)
Sánchez, M., Clyde, A., & Brown, S. (n.d.). The Nine Intergenerational Certificate in
Intergenerational Learning’s Quality Standards in Intergenerational Work. Course
contents [Unpublished course material]. (A)
Stodolska, M., & Alexandris, K. (2004). The role of recreational sport in the adaptation
of first generation immigrants in the United States. Journal of Leisure Research,
36(3), 379–413. https://doi.org/10.1080/00222216.2004.11950029 (A)
Why Intergenerational Play and Recreation is Important. Outdoor Play Canada.
Retrieved February 5, 2025, from
https://www.outdoorplaycanada.ca/2021/11/11/why-intergenerational-play-andrecreation-is-important/ (B)

24
APPENDENCIES
Appendix A
Interviews
A.1 Interview with Andrea
How do you navigate your services and the generational gaps between
participants in community arts programs? Are there particular challenges in
engaging both older and younger generations?
One of the main ways I do this is understanding the schedules some of these
generations keep and being mindful and responsive of that. For seniors, they typically
want daytime accommodation, especially for winter hours when it gets dark so early.
Youth and school age children I tend to schedule more programs after school hours and
weekends. For adults and parents tend to be after work, so more catered programs for
the evenings.
Being mindful of each generation's tempo and where they can go is crucial. Here
at Clayton specifically, we try to mitigate schedules with the high school close by, and
create extra time here based on that using the Surrey School District Calendar. For
example, spring break, Pro-D Days, when their semester ends, and any time changes
of dismissal. We don’t run any general programs during winter and spring breaks, as
that becomes a mandate for camps. Often during spring, summer and winter break
during camp, we pause regular senior programs to provide a different service.
How do your community arts programs promote civic pride? Can you give
examples where intergenerational collaboration through art has helped
strengthen a shared sense of pride in the local community?
A lot of the work that we do that’s intergenerational for community arts has to do
with our outreach and events. Events usually are the main intergenerational opportunity.
The example from our Family Day event was that this play was more marketed for
children, however, it brought in a multigenerational audience. The same went for art

25
activities for family day, we have 4 or 5 different options of activities that capture
different skill levels.
As for civic pride, a lot of what we do here in community arts is have them come
in and create the art that lives in the center. An example of this is the youth art
exhibition, which was created by them and for them. This becomes intergenerational,
even though this was created by the youth, it is now for full view of the whole centre.
The seniors and adults can engage in work that's been produced by the youth artists.
Another example was we had parents and children create their art and collaboratively
showcase their art up for display in the centre to different families across the
community. We are linking people in a purposeful way but also in a passive way.
Exhibits are a huge part of our intergenerational practices, as our artists and displays
transition throughout the seasons.
How do the values and personal experiences of participants shape the direction
or content of the art created in your programs?
When the centre first opened, staff used a lot of census data using dominant age
groups, socioeconomic status. We use local hard statistics and statistics based on
observations of those who are commonly visiting our center. A huge piece is just
engaging one on one with our patrons. The statistics may capture attendance here, but
they may not capture those who are hesitant to come. In our lobby and classes, we talk
to visitors, participants, and parents, therefore, so much of programming is based on
these pivots. We’ve discovered we have a lot of home learners here, and based off that
we are starting to look into designing more options that are home learner based. A lot
of what we do it picoting and testing, as if you throw something out there and see what
sticks in an experiment. We had challenges with youth, participating in programs and
attendance has been low.
Family Day Feedback.
In the visual arts studio, we should try to have preschool tables to accommodate
younger children. Next year, we should also try to have the tables and chairs more
family style, as opposed to individual square tables for different stations. This would

26
create more opportunity for mingling, whereas this year people just stayed at their own
stations.
A.2 Interview with Kaytee
What strategies have been successful in fostering intergenerational connections
through art in the Clayton Community?
•

Reaching out to people individually, focusing on what they know (skills,
knowledge, cultural roots, historic and ancestral practices). Socializing and
building personal relationships is essential when creating and implementing
programs and services. Relating the goals, vision, mission and purpose of out
services and programs to different intergenerational identities. A key factor is
listening to community members and participants, ensuring they are engaged.
What challenges or barriers they may face. This has drawn all generations to
come together.

•

Building stronger relationships during annual events to ensure ongoing/lifelong
participation and engagement

•

When reaching out to people individually in special community and culturally
sensitive events, we ensure we incorporate all intergeneration of all generations
working together (ex, mom, daughter, grandma ect.)

Have you noticed any changes in family dynamics that affect participation in
community arts? For example, do you see more parents and children
participating together or more youth involvement on their own?
There has been an increase in men, more specifically fathers, involvement in art
marking with their sons.
How have shifts in community demographics (e.g., migrations, age,
socioeconomic status) affected the focus and approach of your youth arts
programs?
The arts team works closely with library services to understand census and
demographics in the area. We consult with the library teams to see which content is

27
popular across different ages and cultures (ex. Popular books in art- Japanese anime,
Korean art).
For the fist Family Day in 20222 at Clayton Community Center, there was low
engagement and participation due coming out of the pandemic, as the marketing also
did not work.
Given the increasing diversity in families, how do you address the differences,
particularly in arts and culture?
We tend to use Multimodal communication and visual instructions to tackle
challenges and barriers for non- English speakers. We use pictures of step-by-step
instructions with less words, thay participants can go take home with them and recreate
art. This ensures the sustainability of learning but also fosters a sense of ownership and
pride in their art-making process. We also celebrate not following instructions and going
against the grain, as art is subjective.
We also use universal approaches and elements in our programs and services
that all ages and backgrounds can participate in regardless of barriers. An example of
this would be from Family Day and using nature as one of our themes. Almost everyone
can agree on respecting, nurturing, and taking care of the environment and the purpose
it serves us.
A.3 Interview with Melissa Collins
What are some ways you and your team encourage relationship-building between
different age groups in your programs? Are there particular activities or
approaches that seem to foster stronger connections between generations?
•

We’ve had programs such as, Intergenerational Title* activity where youth and
seniors got together and they chatted and played board games. It was effective
as both age groups talked about where they’re at in specific areas of their lives.

•

There’s another activity where children make Christmas cards or paintings for
senior homes- over covid

28
•

Our department focuses on companion programming-, making sure if there’s
something going on for one age group there’s corresponding activity another for
different age groups. We program intentionally, not only to do together, but also
separately. Ex: If a mom wants to come and drop off their child to childminding
and do a fitness class at the same time.

In what ways do your programs encourage participants to be more civically
engaged? Can you share an example where a recreation activity sparked a
broader community or civic involvement? (Events Outreach)
•

Kids conference- International Day of Child (Around November) –

•

Children’s rights, food, right to play, practice their own religion, The CHARTER
OF RIGHTS FOR CHILDREN- a lot of people do not know this exists. The right
to be safe, the right to not be kidnapped. We sometimes think of children of
empty vessels that adults are responsible to fill with information, and that they’re
going to come out as byproducts of what we want them to be. Children can be
very individual and we should allow them to be freethinkers, as they’re specific
and unique right from when they are born.

•

We’ve worked closely with ALEXANDER NEIGHBOURHOOD HOUSE- nonprofit partner. We brought in parent workshop to drop in for free- CREATING
CONNECTIONS WITH CHILDRENS. This was a free resource in the Clayton
neighbourhood specifically. Parents learned to create stronger connections with
their children. Children with technology and increasing screen times makes it
harder for longer attention spans and to build healthier connections. This
partnership strengthens the communities and builds pride by showing community
members that these resources are available.

What are some of the biggest challenges you face when trying to engage both
younger and older generations in your recreation programs?
Commonalities of interest, finding something they both like. Getting them into the
building strong relationships at first. We ask ourselves, what is the outreach going to
look like? How are we advertising and finding people? It's easy to get kids into the
building, but other age groups can be hard. Food is a huge motivator for people to

29
participate, as people like free stuff. A recent recreation activity we had was to get
children to bake 300 cookies for seniors on Valentine's Day.
How do you see the future of community connections evolving through
recreation programs, particularly in the context of an increasingly diverse and
multigenerational society?
•

The fact that we are a collaborative facility for all people and activities helps
people to have stronger connections. Going forward planners and developers
want to use our facility as a multiuse model, and build with that in mind with
options for everyone. Our facility is unique and it becomes a place for
connection. Everyone brings their own passion and strengths. What this
collective facility becomes is not only a place to recreate but somewhere to be
safe, be themselves, meet other people and most importantly connect. The
essence of all of this is connection, which is so important for humanity. We
isolated since covid, the world did change and people don’t leave the house as
much now. The authentic face to face interaction is crucial and our facility serves
as a perfect hub for that.

Are there any changes, recommendations, or additions would you recommend
from the Family Day Event?
•

The amount who showed up was great, as it was beyond what we expected.
Going forward I think it’s important to incorporate more of a food and have that
available through grants. There are so many grants available for food availability,
and I just don’t think we access enough of them. We need to utilize our kitchen
more and teach kids more culinary components, especially working in the before
and after school care. There is not only huge food insecurity in Surrey, but
families do not have nutritional knowledge on beneficial food groups and how to
prepare them. A while ago we had the famous pastry chef and business owner
Jujhar Mann come in from Mann & Co Bakeshop, who was on Food Network
Canada. We have to start utilizing more people in the community that just want to
give back and educate people on food. So many parents, especially new
immigrants and those working multiple jobs just do not have the time capacity or

30
knowledge on how to prepare food ahead of time. Food preparation and safety is
a huge piece is a huge element of recreation that we can work on more.
A.4 Interview with Michelle Meech
How do you create opportunities for intergenerational interaction within the
library? Can you share an example of a program that successfully engaged both
younger and older generations
In our library, we prioritize creating inclusive spaces where people of all ages can
come together, learn from each other, and build meaningful connections.
Intergenerational interaction can be particularly enriching because it brings diverse
perspectives, experiences, and skills into one space. To create these opportunities, we
design programs that appeal to both younger and older generations, often leveraging
shared interests or experiences. This includes board games and specific Storytime-,
some are age specific time, all ages family time, toddler time, etc. We try to change the
experience of coming. This includes the seating, scheduling different times of the day,
identifying shared value and different lighting and elements.
What are some challenges you face in bridging generational gaps at the library,
and how do you address them?
One big challenge is seating in programs, though it isn't put into participants if
they're older, more children orientated, adults are left awkwardly holding bags. It can
also be challenging trying to please all the ages, family fun stations, easy games,
coloring, more complicated games, and different craft programs for lunar new year and
Diwali. Sometimes, picking a particular craft can have limits. We look for long-term
engagement across generations.
How do you sustain long-term engagement with library programs across different
generations and demographics?
Around Storytime, bring elements to recognize different cultures and languages.
This includes greetings and songs in other languages, music, games, folklore and much
more. There is a big Korean population, so we’ve worked closely with the art team to

31
mitigate new ideas and concepts, such as anime drawing classes. We use the City of
Surrey’s Staff Inclusion calendar as a guide for celebratory holidays and special
days. We offer elements not just in English but based on other predominant languages
Mandarin, Cantonese, Punjabi, Spanish and French. With families and participants, we
develop long-term relationships. As they grow older and they move into next programs,
we develop familiarity with the regular families. Parents and youth reach out to us
looking for educational and career, volunteer opportunities, and we see all phases of
their life cycle.

32
Appendix B
CONTENT ANALYSIS
B.1 CITY OF SURREY’S PRC STRATEGIC PLAN
KEYWORDS

FREQUENCY

CONTEXT AND USEFULNESS

OF USE
Generation

6

•

Trends & Best Practices: Lifelong
Participation: Meeting the unique
needs of different age groups while
ensuring their active participation
continues through all stages of life.
Success means a variety of
purposefully designed spaces and
programs, from early childhood
development to youth, family, adult,
seniors and intergenerational
opportunities.

•

Connecting Heritage to the presentbridging traditional and urban
cultural trends

Pride

3

•

Objective A4: Foster community
connections through the arts

•

Objective H1: Promote and
celebrate Surrey’s heritage &
cultures

•

A healthy community benefits from
opportunities to come together in

33
celebration and reflection of its
shared past, present and future.
•

Objective S1: Host vibrant events &
celebrations- Delivering accessible
large scale community festivals is a
key strategy in building a vibrant,
dynamic, and socially cohesive city.
Events are important in creating a
community identity and establishing
a positive sense of place. Special
events provide opportunities for
residents to connect, celebrate and
foster civic pride.

Community

14

•

connection(s)

Engaging community spaces: The
need was communicated for more
affordable and flexible community
spaces to bring people together and
support local organizations and
people of all ages.

•

Social Isolation- Approximately 1 in
4 residents in Metro Vancouver are
lonely- fostering social connections
can be challenging.

•

Community Engagement:
Meaningful consultation and
engagement fosters community
connections and contributes to a
sense of wellbeing and inclusion

34
•

Increasing arts-based activities will
provide greater opportunities to
develop and strengthen community
connections

inclusion/inclusivity

11

•

trends and practices, community
input, amenity/space incorporation
when planning and developing,
program participation

•

Community facilities need to create
welcoming environments for all
residents and provide active spaces
that foster a sense of connection

•

**Half of Surrey residents have a
mother tongue language other than
English, and 33% of households
speak a language other than
English at home.

•

14.8% of Surrey residents were low
income.

•

Income disparity remains a concern
and a challenge for the equitable
and inclusive provision of services.

•

Inclusion and Accessibility:
Community facilities need to create
welcoming environments for all
residents, and provide active
spaces that foster a sense of
connection, fun and belonging.

35
Similarly, recreational programs
should support a diverse population
by creating opportunities that are
accessible and inclusive for all
residents. The design and
development of new spaces and
programs should be reflective of
current demographics.
•

Objective CRS 2: Create new
facilities that are welcoming and
supportive. A key component to
offering inclusive opportunities is
the experience that the public has in
our facilities, spaces and programs.
Creating facilities and supportive
programs that are welcoming and
accessible for all Surrey residents is
a priority. Inclusive experiences will
be achieved by creating
environments that are inviting and
support healthy development and
social wellbeing for all.

Barriers/challenges

13

•

barriers to service, such as access,
language and cost, contribute to
increased stress and lower overall
public health

•

Facilities that integrate multiple
uses and bring together
recreational, cultural and civic
services, along with greenspaces,

36
helps break down barriers to
participation
Engagement/Engaging

53

•

* Community Engagement:
Meaningful consultation and
engagement fosters community
connections and contributes to a
sense of wellbeing and inclusion.
With an increasingly diverse and
complex demographic, the
importance of effective engagement
and collaboration is emphasized.
Recognizing service gaps while
building staff competencies and
developing engagement resources
is a key issue

•

Objective CRS 3: Strengthen our
approach to community
engagement. Encouraging
engagement is a CRS strategic
focus area. Its goal is to deepen
staff commitment to engagement,
and to further develop systems and
supports to create effective
engagement and collaboration with
the community. Developing staff
competencies and community
engagement

•

Engagement in the arts and arts
education promotes social
interaction and the longevity of

37
social bonds, which leads to
healthy, inclusive, tolerant and
diverse communities.
•

Community & Special Event- Events
are important to providing citizens
with opportunities to connect and
engage with their community. The
total number of community-led
event applications is an indicator of
civic engagement

•

explore and develop new
opportunities that better connect
youth with the arts

Family

14

N/A- redundant

Cohesion

3

Delivering accessible large scale
community festivals is a key strategy in
building a vibrant, dynamic, and socially
cohesive city
Community heritage and cultural
celebrations help build social cohesion and
foster community identity and civic pride.

Social and community

0

responsibility
Shared responsibility

0

38
B.2 CITY OF SURREY NEEDS ASSESSMENT
KEYWORDS

FREQUENCY

CONTEXT AND USEFULNESS

OF USE
Generation

23

The need to monitor and respond to
participation and experimenting with
intergenerational programs to meet
different needs, art and

Pride

1

Survey participants agreed that parks and
rec are a source of community pride

Community

6

connection(s)

more through heritage More youth and
seniors’ opportunities, including supportive
multigenerational spaces neighborhood
identity; Lifelong participation- meeting the
needs of different age groups to create
opportunities for social connection; Senior
and Youth Cross-Intergenerational
mentorship and learning; The city is
moving towards multigenerational spaces;
A need for more youth and senior spaces;
collaboration with Indigenous communities
to preserve and teach for future
generations; Heritage to present needs;
new and present wave of large
immigration; evolving fitness trendsconcurrent programs for parents and
children to be active together; Fitness
interest based on generational needs;

inclusion/inclusivity

33

trends and practices, community input,
amenity/space incorporation when

39
planning and developing, program
participation
Barriers/challenges

33

Mapping equity, funding, trends and
practices, income, health status,
accessibility, affordability, reduction

Engagement/Engaging

2

Identity- Art, and Trends/Best Practices
***(Decentralization), Art, heritage, delivery
trends,
Community Input, Affordability- people
were not able to participate in PRC
activities and events due to financial
barriers. The City should review the
existing programs and engage recipients
to identify gaps and opportunities to
provide better assistance; use technology
to enhance access to archives and
museums to engage new audiences.

Family

11

Cohesion

0

Social and community

0

Inclusion and accessibility

responsibility
Shared responsibility

0

CITY OF SURREY’S SOCIAL DEVELOPMENT PLAN
KEYWORDS

FREQUENCY

CONTEXT AND USEFULNESS

OF USE
Generation

6

The Skookum Surrey Guide Group is an
intergenerational group of urban
Indigenous people in the City of Surrey
that helps to inform the advocacy work of

40
Surrey Urban Indigenous Leadership
Committee.
Pride

0

Community

14

•

connection(s)

Immigration, Settlement &
Integration- A theme in research
was improving ways to make
community connections

•

Belonging & Social
Connectedness- A theme in
research was it’s difficult to
consider social connections when
basic needs are not met and
unaffordable. Another was
addressing division and fostering
ross-cultural connection

inclusion/inclusivity

7

•

Racism & Discrimination- a theme
was addressing cultural divides and
isolation (i.e., public realm lacks
inclusion and understanding of
diverse perspectives, learning
about diverse cultures

Barriers/challenges

12

•

N/A for relevance

Engagement/Engaging

38

•

N/A for relevance

Family

13.

•

N/A for relevance

Cohesion

0

41
Social and community

0

responsibility

B.3 SURREY’S PUBLIC ENGAGEMENT STRATEGY
KEYWORDS

FREQUENCY

CONTEXT AND USEFULNESS

OF USE
Generation

0

Pride

0

Community

2

connection(s)

Challenges- Difficulty connecting with a
diversity of participants (community
demographics)

inclusion/inclusivity

7

Engagement should be as inclusive as
possible. Sometimes barriers, not a lack
of interest, deters people from engaging.
Providing additional supports based on
needs can help broaden engagement
participation.

Barriers/challenges

9

Barriers to participating (time, cost,
language, social, cultural, physical)

Engagement/Engaging

76

Creating an environment where income,
age, ability and language are not barriers
to engagement and input is
acknowledged and used to shape
thoughtful decisions

42
Family

0

Cohesion

0

Social and community

4

N/A for Relevance

responsibility

Appendix C
OBSERVATIONS
C.1 Observation Checklist (Community Arts): Visual Arts Studio and Performing
Arts Studio
☐ Disability Accessibility (Enough spatial accommodations for wheelchairs, ramps,
space layout, physical barriers, Etc.)
Yes, there were enough spatial barriers in and around visual arts. The space layout did
get a bit congested at times. In performing arts, seating capacity reached maximum
capacity. Frog Belly Rat Bone was a free performance therefore it was accessible for
everyone.
☐ Engagement Levels- Depth and intricacy of Interactions with individuals outside each
family group
Families stayed within their own groups. Little to no engagement with staff and individuals
outside their inner circles.
☐

Languages Access (Material, Signs, or announcement available in predominant

minority languages to delegate or communicate activities and scheduled events)
There were not languages but visuals and step by step instructions and visual clear for
non-English speakers.

43
☐ Social Inclusion (activities that promote family bonding and interaction across
different generations e.g., children with older relatives, diverse family structures)
☐ Family Size and Composition: Population? Programs and services designed to
accommodate families of various sizes, including extended families, single-parent
households, and blended families.
Wide range of all diverse Family Dynamics
☐ Duration of Activities: Are the activities, programs and services too long or too short
for families with young children, elderly members
Within a 3 Hour Event. All art activities, aside from the play, were self-paced.
☐ Clarity of Information: Are there any barriers to understanding the event schedule,
key event details or structure?
In visual arts, there was a bit of confusion at times on how to navigate through the steps
of the art activities, even with visual guides.
☐ Visual Representation of Generational Differences: Who are the participants? Are
the event’s promotional materials, displays, and programming reflective of families with
members across different age groups and stages of life diversity of family structures,
including nuclear families, extended families, single-parent families, or families with
diverse cultural or social backgrounds.
All different ages were able to conduct crafts according to their own time, ability, and skill
level, with or without assistance.Elders and young children, specifically, were able to both
independently participate at their own pace, and also had assistance through staff and
their family and friends if needed.
☐ Building Ongoing Relationships/ Legacy: Opportunities for families to join
community organizations, participate in future events, or continue to engage with the
parks, arts, and library services. Initiatives or partnerships that the event establishes, such

44
as intergenerational mentorship programs, library reading initiatives, or arts programs,
that extend the impact of the event into the future.
Promotional resources outside of the performing arts area were communicated and
advertised well. Explanation of what the play was successfully communicated to people
wondering what was going on.
C.2 Observation Checklist (Recreation)- Free time Play for Toddlers, Shootaround
Basketball, and Planting Seeds (Gardening Activity)
☐

Disability Accessibility (Enough spatial accommodations for wheelchairs, ramps,

space layout, physical barriers, Etc.)
For the most part, there were clear pathways and seating for all
☐ Engagement Levels- Depth and intricacy of Interactions with individuals outside each
family group
Families stayed within their own groups. Little to no engagement with staff and individuals
outside their inner circles.
☐

Languages Access (Material, Signs, or announcement available in predominant

minority languages to delegate or communicate activities and scheduled events)
There were not languages but visuals and step by step instructions and visuals for nonEnglish speakers.
☐ Social Inclusion (activities that promote family bonding and interaction across
different generations e.g., children with older relatives, diverse family structures)
All activities were inclusive for all, however, some activities were segregated by activity
style. For example, their free time with toddlers obviously just had parents and toddlers
as that was the target audience. Freestyle basketball mostly had children 8-12 years old.
The gardening activity was quite diverse, however it drew in more parents and younger
children.

45
☐ Family Size and Composition: Population? Programs and services designed to
accommodate families of various sizes, including extended families, single-parent
households, and blended families.
Wide range of all diverse Family Dynamics, predominantly younger children and parents.
Not very many youth.
☐ Duration of Activities: Are the activities, programs and services too long or too short
for families with young children, elderly members
Within a 3 Hour Event. All activities were timed appropriately.
☐ Clarity of Information: Are there any barriers to understanding the event schedule,
key event details or structure?
In the gardening activity, more specific instructions were needed to initially guide nonEnglish speakers, however, with little time efforts it was most self paced. The rest of the
activities were self directed and clear to understand for guests.
C.3 Observation Checklist Library Services
☐

Disability Accessibility (Enough spatial accommodations for wheelchairs, ramps,

space layout, physical barriers, Etc.)
For the most part, there were clear pathways and seating for all. There was limited space
in the library room where it got crammed at times. Parents had to hold onto personal
belongings, affecting their experience while children participated.
☐ Engagement Levels- Depth and intricacy of Interactions with individuals outside each
family group
Families stayed within their own groups. Little to no engagement with staff and individuals
outside their inner circles.

46
☐

Languages Access (Material, Signs, or announcement available in predominant

minority languages to delegate or communicate activities and scheduled events)
Self-directed games, activities and book so little
☐ Social Inclusion (activities that promote family bonding and interaction across
different generations e.g., children with older relatives, diverse family structures)
All activities were inclusive for all, however, some activities were segregated by activity
style. For example, their free time with toddlers obviously just had parents and toddlers
as that was the target audience. Freestyle basketball mostly had children 8-12 years old.
The gardening activity was quite diverse, however it drew in more parents and younger
children.
☐ Family Size and Composition: Population? Programs and services designed to
accommodate families of various sizes, including extended families, single-parent
households, and blended families.
Wide range of all diverse Family Dynamics, predominantly younger children and parents.
Not very many youths.
☐ Duration of Activities: Are the activities, programs and services too long or too short
for families with young children, elderly members
Within a 3 Hour Event. All activities were timed appropriately.