Growing up and Growing Older Books for Young Readers

McGuire, Sandra L.

doi:10.1080/00094056.2003.10522214

Cited by 17 publications

(13 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The preschool curriculum included the sharing of children's literature that celebrated culture and diversity, as well as books that depicted elders in positive, non-stereotypical roles (James and Kromanski 1999;McGuire 2003). The teachers used these books to serve as a basis for the discussion of feelings about elders and helped to heighten child and staff awareness of older persons portrayed as stereotypes.…”

Section: Program Descriptionmentioning

confidence: 99%

“…Children who perceive elders as sick, or unable to do anything, may dread their own aging. Their stereotypical thinking may affect how they, as adults, decide to provide and care for the elderly in the future (McGuire 2003;Seefeldt et al 1990;James and Kromanski 1999). Positive, direct contact with the healthy aged leads to improved perceptions and attitudes of children toward older persons, helps to transmit cultural traditions, and builds a sense of personal and societal identity while encouraging tolerance (Bales et al 2000;Generations United 2002).…”

Section: Introductionmentioning

confidence: 97%

See 1 more Smart Citation

An Intergenerational Program with Benefits

Holmes

2009

Early Childhood Educ J

View full text Add to dashboard Cite

Illustrates how the director and teachers of a child care program and the staff of a residential nursing home facility collaborated to develop, implement, and evaluate an onsite intergenerational program. Describes program goals; recruitment plan; elder, staff, and teacher orientation; options for intergenerational activities; and program benefits. Article provides resources and suggestions for groups planning intergenerational programs. Preschool children (n = 38) who participated in the study were interviewed and asked a key question, ''What do old people do?'' Prior to participation in the program, 50% of the children responded with negative descriptors; after participating in the program for 1 year, all of the children responded with positive descriptors. Children's responses provide evidence that intergenerational programs can promote positive attitudes toward elders.

show abstract

Section: Program Descriptionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

An Intergenerational Program with Benefits

Holmes

2009

Early Childhood Educ J

View full text Add to dashboard Cite

show abstract

“…Stories that have positive, nonstereotypical images of older people are excellent aging-education tools (Crawford, 2000;Dodson & Hause, 1981;Laney et al, 1999;McGuire, 1993b;McGuire, 2003). An annotated booklist of nonageist early children's literature (preschool-third grade), Growing Up and Growing Older: Books for Young Readers, is available at The University of Tennessee, Knoxville, Hodges Library, Center for Children's and Young Adult Literature.…”

Section: Some Ideas For Aging Educationmentioning

confidence: 98%

“…To access the booklist go to the Center's Web site at http:==www.lib.utk.edu= refs=ccyal=research.html. Earlier versions of the booklist are available through the ERIC system (McGuire, 1988b(McGuire, , 1994(McGuire, , 2000. Children's literature should be carefully screened for aging content and how older people are portrayed (Dodson & Hause, 1981;McGuire, 1993b;McGuire, 2003).…”

Section: Some Ideas For Aging Educationmentioning

confidence: 99%

Aging Education: A National Imperative

McGuire

Klein

Couper³

2005

Educational Gerontology

Self Cite

View full text Add to dashboard Cite

“…Children's literature, especially early children's literature, plays a major role in attitude formation [16,17]. It is important for the adult to be available to read through the book with the child, honestly answer questions that arise, and not be afraid to say they do not know the answer.…”

Section: Discussionmentioning

confidence: 99%

An ongoing concern: Helping children comprehend death

McGuire¹,

McCarthy²,

Modrcin³

2013

OJN

Self Cite

View full text Add to dashboard Cite

This article addresses the need for anticipatory guidance about death and death education with young children. Children often experience the death of an immediate family member before the age of ten. This number increases if one considers the loss of friends, pets, and other loved ones. However, children experience a death with little or no anticipatory guidance or knowledge about death. Anticipatory guidance can assist the child in having a better understanding of a death when it occurs. Talking about death with children can be difficult for adults. However, it is important to address the topic and realize the impact anticipatory guidance in relation to death can have in assisting with childhood bereavement, anticipatory grief, and anticipatory adaptation. By providing anticipatory education related to death symptoms such as grief, anger, and/or fear, regressive or aggressive behaviors can be prevented or lessened when a death occurs. Age appropriate developmental levels for understanding the concept of death, resources for death education, and literature that can be used for death education are presented. Any resource used for death education with children should be carefully reviewed by the adult for its appropriateness prior to its use.

show abstract

Growing up and Growing Older Books for Young Readers

Cited by 17 publications

References 6 publications

An Intergenerational Program with Benefits

An Intergenerational Program with Benefits

Aging Education: A National Imperative

An ongoing concern: Helping children comprehend death

Contact Info

Product

Resources

About