Intergenerational Programming for an Increasingly Age-Segregated Society

Intergenerational programming: attitudes of children and perceptions of older adult participants

“…Intergenerational programs can focus on intergenerational theory, interage contact, or a combination of theory and contact. Through carefully developed intergenerational programs, teachers and counselors can address the social and emotional strands of the curriculum while positively affecting children's academic performance (Newman & Riess, 1992;Haber & Short-deGraf, 1990; North York Board of Education, 1987).…”

“…Activity theories postulate that social activities are necessary for individuals to function at optimal levels and sustain acceptable levels of psychological well being (Haber & Short-deGraf, 1990;McFarland, 1985). Haber and Short-deGraf (1990) suggest that 10 from activity theory arise three major themes:…”

“…Insengagement theories propose that the elderly become increasingly isolated from society and as a result, become less physically and emotionally involved in the community (Haber & Short-DeGraf, 1990). This isolation combined with scattered extended families and the development of retirement communities, discourages intergenerational contact (Kidwell & Booth,19TI) through the development of an age-segregated society.…”

“…Contact between participants is intimate in nature as opposed to casual (Aday et al, 1991;Chapman & Neal, 1990;Keller, 1990;Seefeldt, 1987a), and activities have integrity and function for both generations through careful planning (Newman & Riess, 1992;Haber & Short-DeGraf, 1990;Keller, 1990;Henkin & Sweeney, 1989;Seefeldt, 1989;Ventura-Merkel et al, 1989;Seefeldt, 1987a). Positive attitudes in younger participants occur more frequentl y in programs where the emphasis is on the quality versus quantity of intergenerational contact (A day et al, 1991;Chapman & Neal, 1990;Seefeldt, 1987a, Knox, Gekoski, andJohnson, 1986;Baggett, 1981;Drake, 1957).…”

“…Younger and older participants demonstrate positive attitudes more frequently in those programs where interage relationships are based upon equal status between participants (Fox & Giles, 1993;Seefeldt, 1987a;Seefeldt, 1987b;Roberto & Scott, 1986;Caspi, 1984). Finally, successful intergenerational programs provide contact between the generations that is pleasant and rewarding (Newman & Reiss, 1992;Haber & Short-DeGraf, 1990;Keller, 1990;Ventura-Merkel et al, 1989;Hill, 1987;North York Board of Education, 1987;Seefeldt, 1987a;Newman et al, 1985;Streitfield, 1976). Successful intergenerational programs, "should be spontaneous, consistent contact that is mutually satisfying and beneficial to the old and young alike" (Aday et al, 1991).…”