Intergenerational preschool experiences and the young child: Potential benefits to development

Elia E. Femia, Steven H. Zarit, Clancy Blair, Shannon E. Jarrott, Kelly Bruno

Research output: Contribution to journalArticle

Abstract

We conducted an exploratory study evaluating the potential impact of intergenerational programming (IG) on children's socio-emotional development, behavior, school performance, and attitudes and behavior toward older adults. Children currently in kindergarten through second grade (age range: 6-8 years old) who previously attended one of two preschools of comparably high quality and serving families of similar demographic profiles were compared 1-3 years after graduating from their respective programs. One program offered intergenerational (IG) programming while the other was a traditional single-generation program (SG). Face-to-face interviews were conducted with the child and one of his/her parents in their home. In addition, a mail survey was sent to the child's school teacher. The study explored whether children exposed to IG had differential outcomes on specific measures as compared to children who attended the SG program. Results showed that children from the IG program had higher levels of social acceptance, a greater willingness to help and greater empathy for older people, slightly more positive attitudes, and better able to self-regulate their behavior than children from the SG program. Although limited by the lack of a pre-post experimental design, these results provide initial evidence that an IG program can offer additional benefits to children's development whose impact can last into the their early school age years.

Original languageEnglish (US)
Pages (from-to)272-287
Number of pages16
JournalEarly Childhood Research Quarterly
Volume23
Issue number2
DOIs
StatePublished - Jun 2008

Fingerprint

programming
experience
Social Distance
Postal Service
Child Behavior
school
Child Development
emotional development
mail survey
Research Design
empathy
kindergarten
Parents
Demography
Interviews
parents
acceptance
school grade
lack
teacher

Keywords

  • Attitudes toward older adults
  • Child perception of elderly
  • Empathy
  • Intergenerational outcomes
  • Intergenerational program
  • Preschool program
  • Social acceptance

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Sociology and Political Science

Cite this

Intergenerational preschool experiences and the young child : Potential benefits to development. / Femia, Elia E.; Zarit, Steven H.; Blair, Clancy; Jarrott, Shannon E.; Bruno, Kelly.

In: Early Childhood Research Quarterly, Vol. 23, No. 2, 06.2008, p. 272-287.

Research output: Contribution to journalArticle

Femia, Elia E. ; Zarit, Steven H. ; Blair, Clancy ; Jarrott, Shannon E. ; Bruno, Kelly. / Intergenerational preschool experiences and the young child : Potential benefits to development. In: Early Childhood Research Quarterly. 2008 ; Vol. 23, No. 2. pp. 272-287.
@article{824a91ec1a6040e49d28fc84bab54517,
title = "Intergenerational preschool experiences and the young child: Potential benefits to development",
abstract = "We conducted an exploratory study evaluating the potential impact of intergenerational programming (IG) on children's socio-emotional development, behavior, school performance, and attitudes and behavior toward older adults. Children currently in kindergarten through second grade (age range: 6-8 years old) who previously attended one of two preschools of comparably high quality and serving families of similar demographic profiles were compared 1-3 years after graduating from their respective programs. One program offered intergenerational (IG) programming while the other was a traditional single-generation program (SG). Face-to-face interviews were conducted with the child and one of his/her parents in their home. In addition, a mail survey was sent to the child's school teacher. The study explored whether children exposed to IG had differential outcomes on specific measures as compared to children who attended the SG program. Results showed that children from the IG program had higher levels of social acceptance, a greater willingness to help and greater empathy for older people, slightly more positive attitudes, and better able to self-regulate their behavior than children from the SG program. Although limited by the lack of a pre-post experimental design, these results provide initial evidence that an IG program can offer additional benefits to children's development whose impact can last into the their early school age years.",
keywords = "Attitudes toward older adults, Child perception of elderly, Empathy, Intergenerational outcomes, Intergenerational program, Preschool program, Social acceptance",
author = "Femia, {Elia E.} and Zarit, {Steven H.} and Clancy Blair and Jarrott, {Shannon E.} and Kelly Bruno",
year = "2008",
month = "6",
doi = "10.1016/j.ecresq.2007.05.001",
language = "English (US)",
volume = "23",
pages = "272--287",
journal = "Early Childhood Research Quarterly",
issn = "0885-2006",
publisher = "Elsevier Limited",
number = "2",

}

TY - JOUR

T1 - Intergenerational preschool experiences and the young child

T2 - Potential benefits to development

AU - Femia, Elia E.

AU - Zarit, Steven H.

AU - Blair, Clancy

AU - Jarrott, Shannon E.

AU - Bruno, Kelly

PY - 2008/6

Y1 - 2008/6

N2 - We conducted an exploratory study evaluating the potential impact of intergenerational programming (IG) on children's socio-emotional development, behavior, school performance, and attitudes and behavior toward older adults. Children currently in kindergarten through second grade (age range: 6-8 years old) who previously attended one of two preschools of comparably high quality and serving families of similar demographic profiles were compared 1-3 years after graduating from their respective programs. One program offered intergenerational (IG) programming while the other was a traditional single-generation program (SG). Face-to-face interviews were conducted with the child and one of his/her parents in their home. In addition, a mail survey was sent to the child's school teacher. The study explored whether children exposed to IG had differential outcomes on specific measures as compared to children who attended the SG program. Results showed that children from the IG program had higher levels of social acceptance, a greater willingness to help and greater empathy for older people, slightly more positive attitudes, and better able to self-regulate their behavior than children from the SG program. Although limited by the lack of a pre-post experimental design, these results provide initial evidence that an IG program can offer additional benefits to children's development whose impact can last into the their early school age years.

AB - We conducted an exploratory study evaluating the potential impact of intergenerational programming (IG) on children's socio-emotional development, behavior, school performance, and attitudes and behavior toward older adults. Children currently in kindergarten through second grade (age range: 6-8 years old) who previously attended one of two preschools of comparably high quality and serving families of similar demographic profiles were compared 1-3 years after graduating from their respective programs. One program offered intergenerational (IG) programming while the other was a traditional single-generation program (SG). Face-to-face interviews were conducted with the child and one of his/her parents in their home. In addition, a mail survey was sent to the child's school teacher. The study explored whether children exposed to IG had differential outcomes on specific measures as compared to children who attended the SG program. Results showed that children from the IG program had higher levels of social acceptance, a greater willingness to help and greater empathy for older people, slightly more positive attitudes, and better able to self-regulate their behavior than children from the SG program. Although limited by the lack of a pre-post experimental design, these results provide initial evidence that an IG program can offer additional benefits to children's development whose impact can last into the their early school age years.

KW - Attitudes toward older adults

KW - Child perception of elderly

KW - Empathy

KW - Intergenerational outcomes

KW - Intergenerational program

KW - Preschool program

KW - Social acceptance

UR - http://www.scopus.com/inward/record.url?scp=43649103548&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=43649103548&partnerID=8YFLogxK

U2 - 10.1016/j.ecresq.2007.05.001

DO - 10.1016/j.ecresq.2007.05.001

M3 - Article

AN - SCOPUS:43649103548

VL - 23

SP - 272

EP - 287

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

SN - 0885-2006

IS - 2

ER -