Interactive programs with preschool children bring smiles and conversation to older adults: time-sampling study

BMC Geriatrics

Minako Kobayashi¹  Kumiko Morita² 

[1] Faculty of Nursing, Kameda College of Health Sciences, 462 Yokosuka, Kamogawa, Chiba 2960001, Japan;Department of Health Education, Graduate School of Health Care Sciences, Tokyo Medical and Dental University, 1-5-45 Yushima, Bunkyo-ku, Tokyo 1138519, Japan

关键词: Time sampling;    Engagement/behaviour;    Conversation;    Smiles;    Older adults;    Intergenerational programs;   

Others  :  856712
DOI  :  10.1186/1471-2318-13-111

 received in 2013-03-23, accepted in 2013-10-15,  发布年份 2013

【 摘 要 】

Background

Keeping older adults healthy and active is an emerging challenge of an aging society. Despite the importance of personal relationships to their health and well-being, changes in family structure have resulted in a lower frequency of intergenerational interactions. Limited studies have been conducted to compare different interaction style of intergenerational interaction. The present study aimed to compare the changes in visual attention, facial expression, engagement/behaviour, and intergenerational conversation in older adults brought about by a performance-based intergenerational (IG) program and a social-oriented IG program to determine a desirable interaction style for older adults.

Methods

The subjects of this study were 25 older adults who participated in intergenerational programs with preschool children aged 5 to 6 years at an adult day care centre in Tokyo. We used time sampling to perform a structured observation study. The 25 older participants of intergenerational programs were divided into two groups based on their interaction style: performance-based IG program (children sing songs and dance) and social-oriented IG program (older adults and children play games together). Based on the 5-minute video observation, we compared changes in visual attention, facial expression, engagement/behaviour, and intergenerational conversation between the performance-based and social-oriented IG programs.

Results

Constructive behaviour and intergenerational conversation were significantly higher in the social-oriented IG programming group than the performance-based IG programming group (p<0.001). No significant differences were observed in frequency of smiles, however, when weighted smiling rate was used, smiles were significantly more frequently observed in the social-oriented IG programming group than the performance-based IG programming (p<0.05). The visual attention occurred between the generations was significantly higher in the performance-based IG programming group than the social-oriented IG programming group (p<0.05).

Conclusions

Intergenerational programs with preschool children brought smiles and conversation to older adults. The social-oriented IG program allowed older adults to play more roles than the performance-based IG program. The intergenerational programs provide opportunities to fulfil basic human needs and reintegrate older adults into society. Further development of such beneficial programs is warranted.

Trial registration

UMIN-CTR clinical Trial:UMIN000010439

【 授权许可】

   
2013 Morita and Kobayashi; licensee BioMed Central Ltd.

【 参考文献 】

• [1]Findlay RA: Interventions to reduce social isolation amongst older people: whrer is the evidence? Age & Soc 2003, 23:647-658.
• [2]Chalise HN, Saito T, Takahashi M, Kai I: Relationship specialization amongst sources and receivers of social support and its correlations with loneliness and subjective well-being: a cross sectional study of Nepalese older adults. Arch Gerontol Geriatr 2007, 44(3):299-314.
• [3]Okabayashi H, Liang J, Krause N, Akiyama H, Sugisawa H: Mental health among older adults in Japan: do sources of social support and negative interaction make a difference? Soc Sci Med 2004, 59(11):2259-2270.
• [4]Newman S: A history of intergenerational programs. J Child ContempSoc 1989, 20(3–4):1-16.
• [5]Ministry of Health, Labour and Welfare: Summary of Comprehensive Survey of Living Conditions. 2011. http://www.mhlw.go.jp/toukei/saikin/hw/k-tyosa/k-tyosa11/dl/02.pdf webcite
• [6]Cabinet office: Annual Report of the Aging Society. 2011. http://www8.cao.go.jp/kourei/whitepaper/w-2011/zenbun/pdf/1s2s_1_2.pdf webcite
• [7]Kaplan M: Intergenerational programs in schools: considerations of form and function. Int Rev Educ 2002, 48(5):305-334.
• [8]Yorkston KM, Bourgeois MS, Baylor CR: Communication and aging. Phys Med Rehabil Clin N Am 2010, 21(2):309-319.
• [9]Lubinski R (Ed): Dementia and communication. San Diego: Singular Publishing Group; 1995.
• [10]Newman S, Riess J: Older workers in intergenerational child care. J Gerontol Soc Work 1992, 19(2):45-66.
• [11]Jarrott SE, Gigliotti CM, Smock SA: Where do we stand? Testing the foundation of a shared site intergenerational program. J Intergenerational Relationships 2006, 4(2):73-92.
• [12]Hernandez CR, Gonzalez MZ: Effects of intergenerational interaction on aging. Educ Gerontol 2008, 34(4):292-305.
• [13]George DR, Singer ME: Intergenerational volunteering and quality of life for persons with mild to moderate dementia: results from a 5-month intervention study in the United States. Am J Geriatr Psychiatry 2011, 19(4):392-396.
• [14]George D, Whitehouse C, Whitehouse P: A model of intergenerativity: how the intergenerational school is bringing the generations together to foster collective wisdom and community health. J Intergenerational Relationships 2011, 9(4):389-404.
• [15]Newman S, Hatton-Yeo A: Intergenerational learning and the contributions of older people. Ageing horizons 2008, 8:31-39.
• [16]Meshel DS, McGlynn RP: Intergenerational contact, attitudes, and stereotypes of adolescents and older people. Educ Gerontol 2004, 30(6):457-479.
• [17]Cummings SM, Williams MM, Ellis RA: Impact of an intergenerational program on 4th graders' attitudes toward elders and school behaviors. J hum behav soc environ 2003, 8(1):43-61.
• [18]Fees BS, Bradshaw MH: PATH across the generations: older adults' perceptions on the value of intergenerational contact. Care Manag J 2003, 4(4):209-215.
• [19]Holmes CL: An intergenerational program with benefits. Early Child Educ J 2009, 37(2):113-119.
• [20]Whitehouse PJ, Bendezu E, Fallcreek S, Whitehouse C: Intergenerational community schools: a new practice for a new time. Educ Gerontol 2000, 26(8):761-770.
• [21]Kakuma Y, Kusano A: Support for intergenerational programs in schools: results from a survey of educational administrators in Japan. J Intergenerational Relationships 2009, 7(1):84-88.
• [22]Fujiwara Y, Sakuma N, Ohba H, Nishi M, Lee S, Watanabe N, Shinkai S: REPRINTS: effects of an intergenerational health promotion program for older adults in Japan. J Intergenerational Relationships 2009, 7(1):17-39.
• [23]Morita K, Kobayashi M: Surveys on the current status of intergenerational exchanges with elementary school children at adult day care centres in Tokyo. J Jpn Soc Intergenerational Stud 2012, 2(1):41-47.
• [24]Uemura M, Okahana K, Wakabayashi S, Matsui G, Nanakida A: Research on interaction of exchange of child and senior citizen. Annu Res Early Child 2007, 29:65-71.
• [25]Kamei T, Itoi W, Kajii F, Kawakami C, Hasegawa M, Sugimoto T: Effectiveness of an intergenerational day program on mental health of older adults and intergenerational interactions in an urban setting: a twelve month prospective study using mixed methods. J Jpn Acad Gerontological Nurs 2010, 14(1):16-20.
• [26]Polit D, Beck C: Nursing Research. Philadelphia: Lippincott Williams & Wilkins; 2012.
• [27]Nakazawa J, Oonogi H, Minami H: Psychology manual The observing method. Kyoto: kitaojisyobo; 1997.
• [28]Ministry of Health, Labour and Welfare. http://www.mhlw.go.jp/topics/2013/02/dl/tp0215-11-11d.pdf webcite
• [29]Murayama Y, Fujiwara Y, Yasunaga M, Takeuchi R, Nonaka K, Yajima S, Nishi M, Lee S, Ohba H: Development of a Japanese version of the intergenerational exchanges behavior scale. J Jpn Soc Intergenerational Stud 2011, 1(1):27-37.
• [30]Takeda M, Hashimoto R, Kudo T, Okochi M, Tagami S, Morihara T, Sadick G, Tanaka T: Laughter and humor as complementary and alternative medicines for dementia patients. BMC Complement Altern Med 2010, 10:28. BioMed Central Full Text
• [31]Schmidt KL, Cohn JF: Human facial expression as adaptations: evolutionary questions in facial expression research. Am J Phys Anthropol 2001, Suppl 33:3-24.
• [32]Ekman P, Friesen WV: Unmasking the face – A guide to recognizing emotions from facial expression. 1st edition. New Jersey: Prentice-hall inc; 1975.
• [33]Judge KS, Camp CJ, Orsulic-Jeras S: Use of Montessori-based activities for clients with dementia in adult day care: effects on engagement. Am J Alzheimer Dis 2000, 15:42-46.
• [34]Matsuura H, Nishiguchi T: How to advance an observing method and investigation interview techniques. Nakanishiyasyuppan: Kyoto; 2008.
• [35]Newman S, Morris GA, Elder- Child Interracution Analysis: An observation instrument for classrooms involving older adults as mentors, tutors, or resource persons. Child & Youth Services 1999, 20(1–2):129-145.
• [36]Lombard M, Snyder-Duch J, Bracken CC: Practical resources for assessing and reporting intercoder reliability in content analysis research projects. Retrieved April 2004., 19http://ils.indiana.edu/faculty/hrosenba/www/Research/methods/lombard_reliability.pdf webcite
• [37]Epstein AS, Boisvert C: Let's do something together. J Intergenerational Relationships 2006, 4(3):87-109.
• [38]Jarrott SE: Where have we been and where are we going? Content analysis of evaluation research of intergenerational programs. J Intergenerational Relationships 2011, 9(1):37-52.
• [39]van Weert JC, van Dulmen AM, Spreeuwenberg PM, Ribbe MW, Bensing JM: Effects of snoezelen, integrated in 24 h dementia care, on nurse-patient communication during morning care. Patient Educ Couns 2005, 58(3):312-326.
• [40]Caris-Verhallen WM, Kerkstra A, Bensing JM, Grypdonck MH: Effects of video interaction analysis training on nurse-patient communication in the care of the elderly. Patient Educ Couns 2000, 39(1):91-103.
• [41]Jarrott SE, Smith CL: The complement of research and theory in practice: contact theory at work in nonfamilial intergenerational programs. Gerontologist 2011, 51(1):112-121.
• [42]Pettigrew TF: Intergroup contact theory. Annu Rev Psychol 1998, 49:65-85.
• [43]Morita K, Sasaki A, Tanuma T: Personality traits affect individual interests in day service activities. Jpn J Nurs Sci 2009, 6(2):133-143.