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Abstract
The problem of this study was to explore first and second-graders' ideas about aging before and after an integrated unit of instruction. Twenty students in one combination first and second-grade classroom participated in a six-week interdisciplinary unit on aging, featuring intergenerational activities and relatively non ageist children's literature. The children were pretested and posttested using an informal, whole-class word-association task, projective drawings, and attitude-toward-aging interview. By the end of the unit, they were more likely to have accurate conceptions of and positive attitudes toward aging.
