Akademik Veri Yönetim Sistemi
Education International Conference 2024, Prague, Çek Cumhuriyeti, 10 Aralık 2024, (Özet Bildiri)
Research indicates that children acquire prejudices and stereotypes from an early age, shaping their social interactions as early as five years old (Patterson & Bigler, 2006; Pauker et al., 2010; Shutts, 2015; Mulvey et al., 2010). These early formed stereotypes significantly contribute to age discrimination, the third most prevalent form of discrimination after ethnic and gender biases (Palmore, 2004). Studies showed that children gradually develop negative stereotypes about aging from early childhood, influenced by environmental factors (Flamion et al., 2019, 2020; Kwong See et al., 2012; Levy, 2009; Vauclair et al., 2018). Without intervention, these stereotypes become increasingly negative between ages 4 and 7, becoming internalized and persisting into adulthood as socially shared beliefs about aging (Avcı & Erhan, 2022; DabakÖzdemir&YıldıranÖnk, 2020; Linewear et al., 2017). Thus, this study examines the impact of classroom visuals featuring positive portrayals of older adults on the stereotypes of children aged 4–6.
This study employed a quasi-experimental, one-group pretest-posttest design. The sample consisted of 71 children (33 girls, 38 boys) from five classes, with a mean age of 63.02 months (range: 55–72 months). Children’s stereotypes about older adults were assessed using the “Image of Ageing” question (Levy et al., 2004) during the pretest and posttest, where participants listed five characteristics that came to mind when thinking of older adults. Based on pretest results, negative stereotypes were identified, and corresponding positive counter-images were selected for classroom posters.Eight posters, each depicting positive representations of older adults, were displayed across classrooms for eight weeks, with two new images introduced every two weeks to prevent habituation. After the intervention, the posttest was administered using the same “Image of Ageing” question. Data were independently coded as positive or negative by researchers and two experts, followed by descriptive and content analyses. The coded responses were further categorized using the conceptual framework by Levy et al. (2004) and aligned with the dimensions of the World Health Organization’s (2020) “Healthy Aging Model”.
The findings revealed that, prior to the intervention, only 15.49% of the characteristics attributed to older adults by the children were positive. However, this proportion increased substantially to 61.97% after the intervention. Initially, children predominantly associated older adults with negative attributes related to mobility, physical health, and appearance. Following the intervention, their perceptions in these areas shifted notably, with the most significant increase observed in the attribution of positive characteristics concerning mobility and physical health. The findings can inform educators, policymakers, and curriculum developers, offering evidence-based strategies for reducing stereotypes through classroom interventions. Also, using positive visual materials as an educational tool, the study provides a practical, scalable method for promoting positive attitudes toward aging.