Impact of an Intergenerational Program on 4th Graders' Attitudes Toward Elders andSchool Behaviors

Cummings, Sherry M.; Williams, Mona; Ellis, Rodney A.

doi:10.1300/j137v06n03_06

Cited by 40 publications

(8 citation statements)

References 21 publications

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“…(4) The relationships between grandparents and grandchildren became closer. This confirms previous findings and contributes additional evidence which suggests that intergenerational learning is a good way of fostering intergenerational relationships and personal development of grandparents and grandchildren (Cummings et al 2002;Boström 2004;Herrmann et al 2005;Kenner et al2007;Holmes 2009;George and Singer 2011;Powers et al 2013;Hanemann et al 2017). These findings also make us rethink the relationship between family and learning.…”

Section: Discussion and Limitationssupporting

confidence: 88%

“…Similarly, Robert Strom and Shirley Strom (1995) found that schools provide various types of educational cooperation projects for grandparents and children to participate in, and that different models of intergenerational learning gradually form in these projects. Cummings et al (2002) note that schools can develop a formal curriculum that also considers older adults' knowledge and perspectives.…”

Section: Ways To Encourage Intergenerational Learningmentioning

confidence: 99%

“…In another American study that investigated the semantic (subtle) differences in ageing between 32 adolescents who participated in intergenerational learning, Melissa Powers et al (2013) found that this type of learning can promote interpersonal communication and cooperation skills. Further, Sherry Cummings et al (2002) conducted a curriculum-based intergenerational programme on the attitudes and behaviours of at-risk fourth-grade children in one school, also in the US, revealing that it was conducive to improving students' academic performance and daily behaviours in school. Her study also showed that most of the intergenerational learning intervention results lasted for one year or more; the longer they lasted, the more likely they were to have a deeper and more multifaceted impact on the young students.…”

mentioning

confidence: 99%

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The implementation and effectiveness of intergenerational learning during the COVID-19 pandemic: Evidence from China

et al. 2020

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During the COVID-19 pandemic, many grandparents in China have spent more time with their grandchildren than they used to. When their adult children returned to work after a period of lockdown, many grandparents extended their roles from taking care of household tasks and looking after their grandchildren's basic needs to supervising their online learning and providing academic support. It has been a precious opportunity for both the children and their grandparents to get to know each other better and to learn from each other. During this challenging period of home learning, a Chinese initiative called the "Shaping Students' Vacation Life Project" (SSVLP), which is led by the Shanghai Municipal Institute for Lifelong Education (SMILE) of East China Normal University (ECNU), conducted a two-month project that investigated intergenerational learning between grandparents and grandchildren (IL-GP&GC) across seven primary schools located in six areas of China. They explored topics such as pandemic prevention, health and fitness, traditional culture and information literacy. Following this, the co-authors of this article conducted an interpretive inquiry to explore how the participating primary schools implemented the IL-GP&GC project, and to understand its impact. Based on in-depth interviews with 11 teachers and 7 families (including 7 grandchildren aged 7-13, and their 7 grandparents aged 60-68), four main findings emerged: (1) both generations gained more health knowledge, life skills and values; (2) the older generation changed their learning perspective and behaviours; (3) the younger generation understood their grandparents more and cultivated the concept of lifelong learning; and (4) the relationships between grandparents and grandchildren became closer.

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Section: Discussion and Limitationssupporting

confidence: 88%

Section: Ways To Encourage Intergenerational Learningmentioning

confidence: 99%

mentioning

confidence: 99%

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The implementation and effectiveness of intergenerational learning during the COVID-19 pandemic: Evidence from China

et al. 2020

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“…A greater awareness of ageism and homophilic prejudices in the design of applications and devices, a greater knowledge and concern for the difficulties of seniors, and the promotion of intergenerational learning strategies could contribute to reducing or closing this digital divide. As regards this, studies conducted on intergenerational digital learning programs, from grandchildren to grandparents, demonstrate the success of such programs [44][45][46]. They all demonstrate success in the digital learning of the elderly and some significant changes of perception and attitude toward the elderly by younger people, such as children [46] and students [47] are also appreciated.…”

Section: Discussionmentioning

confidence: 98%

The Digitization of Seniors: Analyzing the Multiple Confluence of Social and Spatial Divides

Menéndez

Gutiérrez-Láiz

Criado-Quesada

2022

Land

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The lower digitization among seniors must be understood in the context of the coming together of multiple digital divides. In addition to the obvious generation divide (age is one of the factors most determining digital uses), others also have an influence, such as a lower education or income level, which is characteristic of this group and also strongly correlated with lower use of new technologies. We also find gender differences in the digital uses of seniors (more pronounced than in the population as a whole) and a significant geospatial inequality in several variables. The latter is important due to both the rapid aging of the rural population, greater than that seen in the urban population, and the fact that the geographical areas with a lower income level, where the aging population tends to be concentrated to a greater extent, are also the areas where digitization reaches the least, in terms of both infrastructures and uses. This article addresses the multiconfluence of the aforementioned “digital divides in older people” (or “seniors”), trying to determine the effects and degree of importance of each, identify the main groups at risk of digital exclusion, and to characterize the technological uses of seniors and their main segments. To do this, we have used the microdata from the “Survey on Equipment and Use of Information and Communication Technologies in homes”, produced by the Spanish Statistical Office (INE) for the year 2020.

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“…Si bien son numerosos los beneficios que se relacionan con los programas intergeneracionales a nivel internacional, la investigación sobre los cambios en las actitudes de las personas mayores y los niños después de su participación en programas intergeneracionales es un enfoque todavía incipiente y poco desarrollado en el ámbito de la gerontología educativa (Cohen-Mansfield y Jensen, 2017;Cummings et al, 2008;Lynott y Merola, 2007;Osborne y Hall, 2008;Thompson y Weaver, 2016;Whitehouse, 2013;Whitehouse et al, 2000Whitehouse et al, , 2016. También a nivel nacional la evaluación de los cambios producidos tras la participación en un programa intergeneracional se encuentra en un estado emergente, si bien, cabe destacar las investigaciones desarrolladas por Guerra (2014), Pinazo y Montoro (2008) y Sánchez y otros (2018).…”

Section: Revisión De La Literaturaunclassified

Evaluación del Cambio en los Participantes del Programa Intergeneracional de Educación Primaria “Compartir la Infancia”

Vives

Socías

Amer

et al. 2021

RIEE

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Las relaciones intergeneracionales implican una interacción, cooperación e intercambio entre personas de diferentes edades. En una sociedad como la nuestra, cada vez más fraccionada por generaciones, los programas intergeneracionales escolares pretenden reducir esta brecha fomentando lazos positivos a través del contacto entre niños y mayores, reduciendo el edadismo y los prejuicios hacia los mayores. Este artículo pretende analizar si, tras la aplicación de un programa intergeneracional escolar, Compartir la Infancia, se detectan cambios en las actitudes de los estudiantes y los mayores participantes. Para ello, se llevó a cabo un diseño de investigación pre-test post-test con grupo cuasi-experimental y control en el que participaron 274 estudiantes de 12 aulas de quinto y sexto de tres centros de Educación Primaria y 40 personas mayores. Los resultados muestran que el programa intergeneracional influye positivamente en las actitudes de los estudiantes, produciéndose una mejora estadísticamente significativa en las actitudes personales hacia los mayores y en la percepción sobre su sociabilidad y relaciones. Asimismo, tras la participación en el programa se produce una mejora en las actitudes de las personas mayores en cuanto a sus expectativas ante la vejez, así como en sus capacidades. Por otra parte, no se perciben cambios en las actitudes de los mayores hacia los niños.

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Impact of an Intergenerational Program on 4th Graders' Attitudes Toward Elders andSchool Behaviors

Cited by 40 publications

References 21 publications

The implementation and effectiveness of intergenerational learning during the COVID-19 pandemic: Evidence from China

The implementation and effectiveness of intergenerational learning during the COVID-19 pandemic: Evidence from China

The Digitization of Seniors: Analyzing the Multiple Confluence of Social and Spatial Divides

Evaluación del Cambio en los Participantes del Programa Intergeneracional de Educación Primaria “Compartir la Infancia”

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