In an era increasingly defined by rapid technological advancement and shifting societal structures, the ways in which different generations interact have profound implications for social cohesion and mutual understanding. New research led by V. Guardabassi, recently published in BMC Psychology, provides compelling evidence that structured, intergenerational interactions can significantly improve children’s perceptions of the competences of older adults. This work, conducted through an innovative weekly summer camp program, demonstrates not only promising attitudinal shifts but also offers deep insights into the psychological mechanisms underpinning age-related biases.
The context and urgency of this research cannot be overstated. As populations worldwide are aging, social integration between younger and older generations presents both a challenge and an opportunity. Negative stereotypes about aging often permeate children’s attitudes long before they have direct, meaningful contact with older adults. These stereotypes typically emphasize decline, dependency, and incompetence, perpetuating ageist views that contribute to social exclusion and intergenerational tension. Guardabassi’s study addresses this gap by creating an immersive experience designed to enrich cognitive and emotional perceptions of older individuals’ capabilities.
At the core of the study is a weekly summer camp comprised of intergenerational activities. Unlike traditional camps focused solely on peer interaction, this program intentionally integrates older adults as active participants and collaborators with children. Over several weeks, the campers engage in a series of tasks that require cooperation, problem-solving, and mutual knowledge exchange. This design not only fosters direct contact but encourages children to witness and appreciate the diverse competencies that older adults bring to the table, from wisdom and life experience to practical skills often undervalued in youth-centric cultures.
Employing a rigorous methodological framework, the research team utilized both quantitative and qualitative measures to track attitude changes. Children’s perceptions were assessed using validated psychological scales focused on stereotype endorsement and competence attribution, combined with observational data from camp facilitators. Results indicated a statistically significant improvement in children’s attitudes toward older people’s competences by the end of the program. Notably, reductions in negative stereotypes were accompanied by increased recognition of older adults’ problem-solving skills and emotional resilience.
One innovative aspect of Guardabassi’s study is the exploration of mechanisms underlying attitudinal change. Through in-depth interviews and narrative analysis, the research reveals that the critical factor is experiential learning—that is, children internalize new schemas about aging by witnessing older adults actively engaged in meaningful, skilled tasks. This counters the common narrative of decline and dependency by providing counter-stereotypical exemplars. The study supports social cognitive theories proposing that direct, positive contact is essential to overcoming prejudice and fostering empathy.
Importantly, the camp’s structure emphasizes collaboration rather than passive observation. Children and older adults work side-by-side in activities such as gardening, arts and crafts, and technology workshops. These shared goals stimulate interdependence, creating motivational dynamics where participants must rely on each other’s strengths. The collaborative framework is critical in reinforcing the notion that competence transcends age, highlighting adaptive capacities that may differ but are equally valuable across the lifespan.
The psychological impact extends beyond children’s immediate attitudes, with initial follow-up assessments suggesting longer-term retention of evolved perceptions. Guardabassi and colleagues are undertaking longitudinal studies to determine the durability of these changes and their potential influence on children’s social behaviors and future interactions with older individuals. If sustained, such shifts could lead to more inclusive communities and challenge ageist norms deeply embedded in societal structures.
The implications of this research extend into educational and policy arenas. Historically, curricula and social programs have segregated age groups, limiting opportunities for meaningful intergenerational dialogue. Findings from this summer camp intervention suggest that educational and recreational settings could be fertile ground for integrating older adults into children’s developmental environments. Policymakers might consider supporting similar initiatives as a strategy to promote social cohesion and reduce age-based discrimination.
From a technical perspective, the study advances methodological standards for evaluating attitudinal change in complex social interventions. The mixed-methods approach allowed for nuanced interpretations of quantitative shifts, anchoring them in rich qualitative data that illuminate the experiential processes driving these changes. This methodological rigor enhances the credibility of claims and provides a reproducible model for researchers interested in intergenerational psychology and social integration.
Guardabassi’s findings also resonate with broader debates in developmental psychology and gerontology about the plasticity of attitudes and the potential for interventions at early ages to produce lifelong impacts. Children’s earlier social schemas are traditionally viewed as malleable, but sustained engagement with counter-stereotypical exemplars, such as competent older adults, may solidify prosocial attitudes that counteract cultural biases proliferating in digital and media environments.
Moreover, the study acknowledges the diversity within older populations, countering homogenizing assumptions that often underpin ageism. Older adults in the camp presented a spectrum of competencies—ranging from technological proficiency to emotional mentorship—illustrating that competence is multifaceted and context-dependent. This nuanced portrayal challenges reductionist views and invites a re-evaluation of societal norms regarding aging and productivity.
The research also touches on the neuropsychological dimensions of intergenerational contact. Positive interactions may stimulate cognitive and affective pathways related to empathy and theory of mind, which are crucial for understanding others’ perspectives. While neuroimaging was beyond the scope of this study, these findings open avenues for exploring biological correlates of attitudinal change, potentially bridging social psychology with neuroscience.
In an era marked by generational divides fueled by social media echo chambers and rapid demographic shifts, Guardabassi’s intergenerational summer camp represents more than an academic inquiry; it offers a practical blueprint for transformation. It suggests that targeted social interventions, grounded in direct experience and collaboration, can reconfigure children’s frameworks of understanding aging in profound ways. By fostering respect and appreciation for older people’s competences, such programs may contribute to healthier, more inclusive societies.
Further research is needed to optimize the scalability and adaptability of this intervention across cultural and socioeconomic contexts. Nonetheless, the robust evidence presented illuminates a pathway to combatting ageism at its roots—through the minds and hearts of the young. As the global population ages, initiatives like this will become increasingly vital to promoting harmonious intergenerational relations and leveraging collective wisdom for future challenges.
In conclusion, Guardabassi’s 2025 study stands as a landmark in social psychological research, demonstrating how thoughtfully designed intergenerational experiences facilitate meaningful attitudinal change in children. As educators, policymakers, and communities seek innovative ways to bridge generational gaps, this work provides a scientifically grounded, actionable model. It reaffirms the value of direct intergenerational contact as a cornerstone for fostering mutual respect, dismantling harmful stereotypes, and celebrating the diverse competences that enrich human society across all ages.
Subject of Research: Improving children’s attitudes toward the competences of older adults through intergenerational interaction.
Article Title: Improving children’s attitudes towards older people’s competences: a weekly intergenerational summer camp.
Article References:
Guardabassi, V. Improving children’s attitudes towards older people’s competences: a weekly intergenerational summer camp. BMC Psychol 13, 542 (2025). https://doi.org/10.1186/s40359-025-02806-w
Image Credits: AI Generated
