Grandparents are paramount figures for children during their childhood, with who they create an authentic familiarity. Grandparents provide their grandchildren with a great abundance of knowledge and wisdom (De Taisne y Gentil-Baichis, 2001). These family relationships are used as channels in which values can be transmitted from one generation to another (Tafere, 2015).

According to Pinazo y Montoro (2004), the tie established between grandparents and children are very influential in the development of children’s values and personal identity. Likewise, García y Bedmar (2002) defend that the intergenerational approach “contributes to the students’ comprehension in education, favoring their personal and social progress’’ (p.214).

Indeed, there is a need to link school to family life. In order to achieve that link, we must introduce experienced knowledge. A good way of doing so would be by the means of projects. Knowledge based on projects means an innovative approach where students manage their own knowledge by means of investigation, which they cooperate with each other to create projects of their own interest. (Bell, 2010).

In this way, students will be presented with motivating situations on intergenerational relationships where they will learn significantly and by which they will understand their social and cultural environment (García-Vera, 2012), contributing at the same time to a higher personal growth (Deci, Vallerand , Pelletier & Ryan, 2011).

There are many studies about this methodology like the one developed by Kaldi ,  Filippatou &  Govaris (2011), where they expose the benefits of the projects (collaboration, experimentation, ability to learn how to learn), moving away from traditional education.

The investigations about intergenerational relationships and specifically about the relationship between grandparents and grandchildren are also frequent. The studies of Rico, Serra, Viguer y Meléndez (2001) or Thiele & Whelan (2006) analyzed the current roles of grandparents. Authors like Hurme, Westerback &  Quadrello (2010) and Sigurđardóttir  &  Júlíusdóttir  (2013) studied the ways of contact between grandparents and grandchildren.

After our bibliographic research, we were aware of the fact that the psycho-social and cultural conditioning make elders and youths develop a concept of themselves as an individual (García y Bedmar, 2011), and therefore, there are more and more studies that contemplate the relationships established between grandparents-grandchildren and the development of the identity.

Based on these indications, the questions of our investigation are the following:

What perception do Childhood Education teachers have about the use of projects-based methodology? How is its use defined in order to work on the grandparents-grandchildren relationships in the classrooms? And is the relationship between grandparents-grandchildren relevant for teachers for the building of their students’ identity? In this manner, the specific objectives we consider in our study are:

• To assess the use teachers have on project-based methodology, focusing on the use of methodology with the subject of grandparents-grandchildren relationship.
• Make an approach about the teachers’ conceptions on the importance that the grandparents-grandchildren relationships provide to the development of their student’s identity.

Such subject matter and methodology can be an innovative practice that would improve the teaching-learning results and would promote the identity of the students.

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