Older Workers in Intergenerational Child Care

Abstract

Thirty-four older workers in one of five inlergenerational child care settings participated in a study exploring the effects of their articipation in intergenerational child care programs. PThe purpose o the study was (1) to identify and describe a sample of older child care workers and (2) to identify characteristics of lhe older child care workers or the work experience which significantly impact on their lives. The older workers completed a written questionnaire, standardized life satisfaction scale, and interviews. The results suggest that participation in intergenerational child care programs su ports the notion of generativity and enhances productive aging. 0 f der workers rcported increases in feeling needed, valued, and a sense of self-worth, and increased social contact. Over 90% of the older workers reported that their job expectations were met and that they felt the children had benefitted from their work. Positive changes in attitude about children's growth was positively renaled to the older workers' personal growth. Older workers also reported greater personal growth when they worked in excellent child care centers as compared to good or fair quality centers. Younger teachers reported positive changes in the classroom environment with the presence of older workers. These fiidings have implications for training older adults as child care workers and for social policy issues concerning older citizens' roles in our 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).…”

“…Seventy-five percent of older-adult child-care workers reported having contact with a family member at least once per week (Newman & Riess, 1992) and eighty percent of older adults having living children had contact with them at least once per week (Tindale, 1986). …”

“…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).…”

“…The literature would seem to indicate that intergenerational programming is largely a positive experience for the younger generation (Newman & Riess, 1992;Chapman & Neal, 1990;Haber & Short-deGraf, 1990;Keller, 1990;Seefeldt, 1989;Allred & Dobson, 1987;North York Board of Education, 1987;Seefeldt, 1987a;Seefeldt, 1987b;Cherry et al, 1985;Newman et al, 1985;Pratt, 1984;Sheehan, 1978). From a developmental perspective, children can only recognize their full potential when they come to terms with their own aging and develop healthy relationships and attitudes towards older adults Jantz et al, 1977;Seefeldt et al, 1977b;Kratochwill & Goldman, 1973;Rosencranz & McNevin, 1969;Hickey et al, 1968).…”

“…From a developmental perspective, children can only recognize their full potential when they come to terms with their own aging and develop healthy relationships and attitudes towards older adults Jantz et al, 1977;Seefeldt et al, 1977b;Kratochwill & Goldman, 1973;Rosencranz & McNevin, 1969;Hickey et al, 1968). Through participation in intergenerational programs, children develop interpersonal skills, practice social responsibility and improve academic skills depending on the individual program (Newman & Riess, 1992;Haber & Short-DeGraf, 1990;North York Board of Education, 1987).…”