Hagestad and Uhlenberg’s incisive article makes clear the roots of ageism and age segregation, with age integration requiring stable and lasting interactions across generations. Standardized curricula and age segregation in schools take little account of individual differences in development, creativity, and talents among children and youth. Similar failures bedevil institutions for older people. In the UK, nonprofit community-based organizations are bringing young and old together with impressive results.
BettnerB. L.LewA. (1990). Raising kids who can. Connexions Press.
4.
ChristieJ.StoneS. (1999). Collaborative literacy activity in print-enriched play centers: Exploring the “zone” in same-age and multi-age groupings. Journal of Literacy Research, 3(2), 109–131.
5.
DeciE. L.RyanR. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
6.
FestingerL.SchachterS.BackK.W. (1950). Social pressures in informal groups; A study of human factors in housing (1st ed.). Stanford University Press.
7.
GrayP.FeldmanJ. (2004). Playing in the zone of proximal development: Qualities of self-directed age mixing between adolescents and young children at a democratic school. American Journal of Education, 110, 108–145.
8.
HagestadG. O.UhlenbergP. (2005). The social separation of old and young: A root of ageism. Journal of Social Issues, 61(2), 343–260.
9.
JohnK. (2004). The challenge of social inclusion in meeting the mental health needs of children and young people. In JohnK.MillarA.PrinaP.ShelleyC. (Eds.), (2004): Adlerian society (of the United Kingdom) and institute for individual psychology year book 2004 (pp. 32–51). Antony Rowe, Ltd.
10.
JohnK. (2020). Adlerian theory and practice wisdom promote democratic leadership and organizational health. Journal of Individual Psychology, 76(2), 84–98.
11.
JohnK.AustinZ.BenfordJ.ClarkK.HewittE.ParkerC.TaitC. (2021). Understanding basic psychological needs across the lifespan: The role of the Crucial Cs. The Journal of Individual Psychology, 77(2), 130–144.
NahemowL.LawtonM. P. (1975). Similarity and propinquity in friendship formation. Journal of Personality and Social Psychology, 32(2), 205–213. https://doi.org/10.1037/0022-3514.32.2.205
15.
ParrottH. M.CohenL. E. (2021). Advantages of mixed-aged free play in elementary school: Perceptions of students, teachers, and parents. International Journal of Play, 10, 75–92. https://doi.org/10.1080/21594937.2021.1878774
SteareT.MuñozC.G.SullivanA.LewisG. (2023). The association between academic pressure and adolescent mental health problems: A systematic review. Journal of Affective Disorders, 339: 302–317.
18.
UhlenbergP. (2000). Why study age integration?The Gerontologist, 40, 276–281.
19.
VygotskyL. (1978). Mind in society: The development of psychological processes. Harvard University Press.
20.
WallaceJ. B. (2023). Never Enough: When Achievement Culture Becomes Toxic – and What We Can Do About It. New York: Portfolio/Penguin.
21.
WhearR.CampbetllF.RogersM.SuttonA.Robinson-CarterE.SharpeR.CohenS.FergyR.GarsideR.KnealeD.Melendez-TorresG. J.Thompson-Coon (2023). What is the effect of intergenerational activities on the wellbeing and mental health of older people? A systematic review. Campbell Systematic Reviews, 19, e1355. https://doi.org/10.1002/cl2.1355
