Transforming children’s perception of older adults

Impact of an intervention program

Bibliographic Data

ID21537501
AuthorsAna Gallardo-Flores (0000-0002-1526-117X, Universidad Pablo de Olavide), Cristina Fernández-Portero (0000-0002-5789-2113, Universidad Pablo de Olavide), José A Sánchez-Medina (0000-0003-3513-5127, Universidad Pablo de Olavide), Nazareth Gallego Morón (0000-0002-8172-4515, Universidad de Salamanca, corresponding author)
Year2025
Volume51
Issue11
Pages1218-1233
Publication date2025-11-02
Open AccessNo
TypeARTICLE
VenueEducational Gerontology (JOURNAL)
Journal identifiersISSN: 0360-1277 • E-ISSN: 1521-0472
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03601277.2025.2465289
OpenAlexW4407593318
LanguageEN
Citations received1
References cited29

Aging is often perceived by society as either a disease or a stage of deterioration of the physical, psychological, social, or cognitive faculties. This study aims to provide alternative perspectives to challenge this discriminatory view of older adults. In this context, the impact of an educational intervention program on Spanish children’s perceptions of aging and older people is explored (N = 196). Parents were also evaluated to know their perceptions and how these may influence children’s views (N = 132). A mixed-methods approach was applied, using word association tasks, projective drawing tests, and an attitude toward aging questionnaire. The results showed the presence of stereotypical attitudes and perceptions toward older people. Furthermore, a relationship was found between the stereotypical image held by parents and that of their children. In addition, differences were observed in the perceptions of children from urban and rural areas, with children from rural areas exhibiting more pronounced stereotypical beliefs. Following the intervention, changes in children’s perceptions of older people were confirmed, with more positive ideas, attitudes, and values regarding aging being incorporated. Therefore, integrating intervention programs into the curricula of educational institutions promotes active aging education in schools, challenging negative stereotypes and fostering intergenerational communication. This work serves as an effective example of transformative intervention, facilitating the transfer of knowledge from higher education to early childhood education

Developmental psychology · Perception · Psychiatry · Aging and Gerontology Research · Identity, Memory, and Therapy · Intergenerational Family Dynamics and Caregiving · Medicine · Psychology · Gerontology

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