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

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

doi:10.1300/j137v08n01_03

Cited by 29 publications

(36 citation statements)

References 20 publications

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“…This is done to give children an opportunity to work closely with older adults, to benefit from their added attention, and to reduce stereotypes due to unfamiliarity (Bales, Eklund, & Siffin, 2000;Cummings, Williams, & Ellis, 2002;Schwalbach & Kiernan, 2002;Aday, Aday, Arnold, & Bendix, 1996;Aday, Sims, & Evans, 1991;Middlecamp & Gross, 2002;Dellman-Jenkins, Lambert, & Fruit, 1991;Ivey, 2001;Kassab & Vance, 1999;Aday, McDuffie, & Sims, 1993;Kaplan, 1997;Taylor & Dryfoos, 1998=1999;Kerrigan & Stevenson, 1997;Pinquart, Wenzel, & Sorenson, 2000;Hill, 1987). Findings from these studies that examine the impact of intergenerational programs on children's attitudes toward the aged are generally mixed.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Findings from these studies that examine the impact of intergenerational programs on children's attitudes toward the aged are generally mixed. The majority show positive effects (Bales et al, 2000;Cummings et al, 2002;Aday et al, 1996;Aday et al, 1991;Kassab & Vance, 1999;Aday et al, 1993;Kaplan, 1997). Others show no effects (Middlecamp & Gross, 2002;Cummings et al, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The majority show positive effects (Bales et al, 2000;Cummings et al, 2002;Aday et al, 1996;Aday et al, 1991;Kassab & Vance, 1999;Aday et al, 1993;Kaplan, 1997). Others show no effects (Middlecamp & Gross, 2002;Cummings et al, 2002). Most of this research is based on programs using younger children, mostly from the fourth grade (Schwalbach & Kiernan, 2002;Kassab & Vance, 1999;Cummings et al, 2002;Aday et al, 1996;Aday et al, 1991;Bales et al, 2000;Dellman-Jenkins et al, 1991).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Others show no effects (Middlecamp & Gross, 2002;Cummings et al, 2002). Most of this research is based on programs using younger children, mostly from the fourth grade (Schwalbach & Kiernan, 2002;Kassab & Vance, 1999;Cummings et al, 2002;Aday et al, 1996;Aday et al, 1991;Bales et al, 2000;Dellman-Jenkins et al, 1991). Fewer studies of intergenerational programs involved adolescents (Aday et al, 2001;Taylor & Dryfoos, 1998=1999).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Other studies that involve seniors in educational projects do so outside of the normal classroom experience. There are two projects that involve teaching children about gardening and the outdoors that are based upon educational goals; but these are not involved in the day-to-day instruction alongside the teacher (Cummings et al, 2002;Kerrigan & Stevenson, 1997).…”

Section: Literature Reviewmentioning

confidence: 99%

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Children's Attitudes and Classroom Interaction in an Intergenerational Education Program

Dunham

Casadonte

2009

Educational Gerontology

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were administered before and after the project with two goals. The first goal was to determine the effect of the project on children's attitudes toward aging and the elderly. We found that even though the program was not specifically designed for attitude change, there was a significant difference in positive attitudes toward aging in the experimental group. The second goal was to see how those attitudes were related to intention to seek out older volunteers for help. We found that the most important predictors of students' intentions to ask for help from senior volunteers were specific attitudes about the adults in the classroom rather than more general attitudes toward the aged. Implications for future programs include the need to introduce the volunteer to the class before the beginning of an intergenerational project in order to let children know the volunteer's qualifications and reasons for wanting to help. 453Over the years there has been a proliferation of intergenerational contact programs, the majority of which are designed to reduce children's negative perceptions of the aged through programs of positive interactions. Most studies are based on activities designed to bring young and old together in cooperative, fun activities rather than training seniors to be involved directly in the classroom as instructional assistants. Will programs that bring students and the old together for a common goal, such as academic enrichment, but not designed specifically to change attitudes, have the same impact on beliefs about age and aging? To what extent do preexisting beliefs about aging affect the interactions between adults and children and, therefore, the success of the programs? The goal of this research is to examine the effect of participation in an intergenerational science program on student's attitudes toward aging and the aged. We will also examine the effect of students' attitudes on their willingness to seek out help from senior volunteers. LITERATURE REVIEWThe typical intergenerational program engages children with older adults in a series of activities over an extended period of time. This is done to give children an opportunity to work closely with older adults, to benefit from their added attention, and to reduce stereotypes due to unfamiliarity

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Children's Attitudes and Classroom Interaction in an Intergenerational Education Program

Dunham

Casadonte

2009

Educational Gerontology

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Intergenerational care as a viable intervention strategy for children at risk of delinquency

Whitten

Vecchio

Radford

et al. 2017

Aust J Social Issues

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Literature has consistently cited early childhood interventions as an effective method for mitigating or preventing future delinquency in at-risk children. In this manuscript,we propose an adapted model of Intergenerational Care presenting as a possible intervention strategy for children at risk of delinquency. This model of care draws from programmes that provide formal care and support for older people and young children, with a primary focus on intergenerational interactions that focus on respite day care, community engagement, educational pedagogy across generations and evaluation. Using a specific model of Intergenerational Care, we incorporated three components of existing childhood intervention strategies: preparing for school readiness, promoting social skills with elders and peers, and managing behaviour. While no intervention strategy targeting children at risk of delinquency has made use of intergenerational interactions, the adapted Intergenerational Care model that we propose, with these three components supported by the existing literature, offers a unique and promising approach for preventing future delinquent behaviour in children. Recommendations for longitudinal research are also proposed. K E Y W O R D Sat-risk children, childhood interventions, delinquency, early intervention, intergenerational care

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Intergenerational Communities as Healthy Places for Meaningful Engagement and Interaction

Cushing

Vliet

2018

Families, Intergenerationality, and Peer Group Relations

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Shifting demographics, along with changing family structures and household dynamics worldwide, make it increasingly important to reflect on successful practices that provide opportunities for interaction, engagement, and support across more than two generations. This chapter, therefore, explores three key areas of research: (1) elder-friendly communities, (2) child-friendly communities, and (3) healthy communities, to identify how they align and intersect to form foundations for intergenerational approaches. Instead of a limited view that focuses on the amelioration of age-specific problems, research prioritizes shared principles that promote the development of intergenerational community assets. In addition, there is encouraging evidence suggesting the allocation of policy resources-financial, physical, humanis not necessarily a zero-sum game because intergenerational approaches can produce synergistic outcomes. The chapter concludes with recommendations for additional research. Keywords A Neighborhood for All Ages • Age-friendly employment policies • Baby boom • Built environment domains • Buildings • Housing • Outdoor spaces • Built environment domain transportation • Child-friendly city • Building blocks for framework • Definition • Initiative • Co-facilitation methods • Cohousing • Communities for All Ages • Convention on the Rights of Older Persons (CROP) • Cyber Seniors • Elder-friendly communities • Garden Mosaics • Golden Link model • Healthy communities • Home help services • Hope Meadows • Imagining Livability Design Collection • Implementation gap • Intergenerational communities • Aims • Challenges and opportunities • Community benefits • Individual physical benefits • Physical and social barrier reduction • Positive attitudes • Social and built environment • Built environment domains; social domains • Intergenerational community initiatives and policies • International migration • Life-course approach • Lifespan approach • Making Connections • Multigenerational bonds • National Center on Grandfamilies • Naturally occurring retirement communities (NORCs) • Normative gap • ONEgeneration • Pedestrian safety • Proactive neighborhood planning • Rights-based approaches • Salutogenesis • Shared housing • Social domains • Communication and information • Community support and health services • Employment and civic participation • Social inclusion • Social inclusion • The Marvin • Twin Creeks • Youth bulge • Zoning regulations

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

Cited by 29 publications

References 20 publications

Children's Attitudes and Classroom Interaction in an Intergenerational Education Program

Children's Attitudes and Classroom Interaction in an Intergenerational Education Program

Intergenerational care as a viable intervention strategy for children at risk of delinquency

Intergenerational Communities as Healthy Places for Meaningful Engagement and Interaction

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