Transforming children’s perception of older adults: Impact of an intervention program

  1. Ana Gallardo-Flores 1
  2. Cristina Portero-Fernández 1
  3. José A. Sanchez-Medina 1
  4. Nazareth Gallego-Morón 2
  1. 1 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

  2. 2 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Journal:
Educational Gerontology

ISSN: 0360-1277,  1521-0472

Year of publication: 2025

Pages: 1-16

Type: Article

DOI: 10.1080/03601277.2025.2465289 GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educational Gerontology

Abstract

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.

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