Exotic creatures may fire young children’s imaginations, but even humble domestic pets in school can greatly benefit their development, explains Judit Horvath…
Many children love animals for the very simple reason that in a relationship with a pet they can be ‘just’ themselves. There are no rules, measures, expectations or outcomes. Instead, there’s purely love and natural awe.
A couple of years ago, a little boy in our nursery very excitedly described a tiger he had seen in the corridor.
The story rapidly evolved into part of our daily life. Everyone routinely greeting the tiger, leaving food and birthday presents behind. We all learnt more about the likes and dislikes of a tiger – as good pet owners would do.
Adults working or living with young children would hardly call a tiger a pet. However, the story of our nursery tiger clearly shows children’s innate need to investigate, care for, belong and feel needed.
Animals, in particular pets, are part of many children’s lives. However, you need adult involvement, open discussions and careful planning to help make pet ownership a positive experience for everyone.
Despite the potential dangers, carers still choose to involve pets in family life. Children get invaluable training from learning to care for an animal and treat it nicely and patiently and will hopefully learn to treat people the same way.
Children who have pet animals at home have stronger immune systems. Studies suggest they show higher attendance rates in their educational settings.
Many educational settings recognise the beneficial effects that animal encounters hold for children. The role of animals, especially pets, has recently been the focus of developmental research.
Theories and models of child development concentrate on different aspects of development in the light of relationships with animals.
Research data indicates that having a pet is positively correlated with feelings of importance, social competence and self-esteem.
In addition, researchers have found significant differences between pet owners and non-owners. There are higher levels of self-concept, self-esteem and autonomy in pre-adolescent pet owners (Covert et al. 1985; Davis and Juhasz 1985; Davis 1987; Van Houtte and Jarvis 1995).
Children with pets are better socially integrated. They have wider social networks and are more popular with their classmates too (Endenburg and Baarda 1995).
The care of pets can also promote certain social values and skills in children (empathy and pro-social behaviour), taking responsibilities as well as acquisition of certain habits (tidiness, punctuality, self-discipline).
These contribute greatly to better coping skills both at home and in educational environments (Bryant 1985; Melson and Fogel 1988; Poresky and Hendrix 1990).
Poresky et al. associated improved cognitive development with the bond between children and pets. It has been suggested that pet ownership might facilitate language acquisition and enhance verbal skills in children.
Positive relationships with pets can aid in the development of trusting relationships with others. A good relationship with a pet can also nurture non-verbal communication, compassion and empathy.
Pets can serve different purposes for children. They can be safe keepers of secrets and private thoughts. Animals provide lessons about life (reproduction, birth, illnesses, accidents, death, and bereavement).
They provide a connection to nature. Pets teach us about respect for all living things. They make loyal, lovable friends. Owning them fulfils basic physical and emotional needs – from physical activity, comfort, contact and affection to experience with loss.
These benefits do not come about by magic, however. Keeping pets in school has potential dangers. However, you can eliminate these with planned risk management and careful behaviour control.
Firstly, children and carers alike must realise that cartoon animals are fantasy. In school, all pets must be taught how to act around children, and all children must be taught how to act around animals.
Teach children how to act in a controlled manner and how to control animals. Use treat-reward training for the pets to appropriately approach children.
You can teach all suitable school pets (guinea pigs, rabbits, hamsters, even fish) simple tricks with rewards. Hand-feed treats while cuddling (restraining), stroking and fondling (examining) the animals, their ears, paws or belly.
The animals will soon learn to positively associate restraint and examination with food.
Keeping pets clean and groomed is one of the best ways to minimise children’s exposure to allergens.
Shampooing a pet once a week with a proper shampoo prevents dander building up. Using a conditioner afterwards keeps the skin moisturised and reduces the allergens stored up on the pet’s fur.
Grooming the pet outside, or in an area where the air won’t circulate, is also preferable.
Check that the pets are in good health. Immunisations should be up-to-date and regular check-ups at the vets can also spot any possible infections.
Keeping pets in school teaches children about all aspects of life and fits in perfectly with our nursery’s education method: the project approach.
Children have a strong disposition to explore and discover. A project approach builds on this natural curiosity. It enables them to interact, question, connect, problem-solve, communicate, reflect and more.
This kind of authentic learning extends beyond the classroom to each child’s home, community, nation, and the world.
In our tiger project we planned to create a suitable home for our pet. We planned provocations (books, art work, photos, short films) in relation to the topic.
We observed and listened to the children’s comments and conversations (Communication and language).
The provocations invited children’s curiosity. We arranged the materials in such a way as to prompt children’s exploration (Understanding the world).
In the next phase, children tried to find answers to their questions about the tiger. We had field visits and visitors (vet nurses, zoo worker, guide dog owner and police dog owner) to learn more about animals.
We also had representation sessions where the children made calculations and drawings (Mathematics). They also created models with the help of a product designer and a maintenance manager (Expressive art and design).
Block play and dramatic play helped the children to gain more knowledge about tiger behaviour (Personal, social and emotional development, Physical development).
Finally, summarising the plans and ideas of the group, we created a house for our pet. We wrote our own tiger pet care booklet (Literacy).
In the culminating phase, the progress of the individual children and the group became a learning story that we shared with our community of peers, parents and educators.
Judit Horvath is a nursery management adviser.
