Breathwaite Mini-Grant Recipient: C.A.P.S. (Children Actively Participating With Senior Adults).

The attitudes and behaviors that children have about senior adults can have important implications for our communities. Many children lack quality interaction with senior adults, resulting in miscommunication between generations, and the development of negative, age-related stereotypes. The way to remedy this problem is to strengthen relationships between the two groups through intergenerational programs. Research shows that interactions between the young and the old have an overwhelmingly positive effect on the development and learning capabilities of young children and on the quality of life for senior adults. Intergenerational programs enable young children and senior adults to feel accepted and important--resulting in improved self-confidence for both groups.

The project goal was to provide an opportunity for young children to interact with well and active senior adults. It was hypothesized that as a result of this unique project, the negative stereotypes that children held about the elderly would be reduced. The project included the following groups: 20 preschool children, 5 well and active senior adults, 3 preschool teachers, and 3 college students. The children were students at the LLEC (Lifelong Education Center--an intergenerational care facility). The LLEC is operated collaboratively by the University of Findlay and Winebrenner Village (a living center for the aging). The center provides care for children ages 6 weeks to 5 years, and facilitates daily interactions with frail, elderly senior adults. The senior adults for this project were community volunteers and/or volunteers through the University of Findlay. The pre-school teachers were LLEC staff members, and the college students were employees and/or field experience students at the University of Findlay.

The project was designed to provide the children with opportunities to interact with well and active senior adults, in order to show them that growing old does not necessarily mean that hobbies, activities, and independence disappear. The objective was to foster five 30- to 40-minute interactions between the preschool children and the senior adults. The adults were encouraged to share their hobbies, interests, and careers. It was expected that the children's age-related stereotypes would decrease by 20 percent. A pre-test questionnaire determined a base line for the children's perceptions of senior adults.

The senior adults visited the children, wearing hats that represented a hobby or career they were involved in or retired from. In instances where the senior adults were still actively employed, the children visited their workplace. The adults shared their interests and experiences with the children, and then read a related book to them. Snack time provided the opportunity for informal discussion and follow-up interaction. Funding from the ACEI Elizabeth Breathwaite Mini-Grant was used to purchase dramatic play items, books, art supplies, audiocassettes, and various hats.

One senior volunteer was a retired beekeeper. He visited the children wearing protective beekeeper clothing, including the safety helmet. He explained what a beekeeper does and used several different visual aids to demonstrate some of the activities involved in beekeeping. Following his demonstration, he read a book that involved beekeeping. Later, he and the children shared a snack of toast and honey. Follow-up activities included bee-seeking nature walks, dress-up time, and art and craft projects with the bee as a focus.

At the completion of all visits/interaction activities, the children were post-tested. Anecdotal observations and video footage were reviewed as formative assessment. Such records revealed that the interactions were wholly positive for both groups. The children were attentive and interested in the activities, and the senior adults were enthusiastic. The children looked forward to future visits with senior adults.

Data indicated that as a result of this project, the children's negative, age-related stereotypes decreased by 38 percent. This was not a formal research project and variables were not controlled. Nevertheless, the partners determined that the C.A.P.S. Project will become part of the standard activities at the LLEC.

--Vicki E. Rosebrook, University of Findlay