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Supporting Early Development
Many young children have a natural attraction to and curiosity about animals. They like to observe, touch, talk to, and ask questions about them Teachers and parents both can use this broad interest to facilitate children's development and learning in a variety of domains.
Research shows that children across ages find emotional comfort in their relationships with animals (Mallon 1992; Jegatheesan & Meadan 2006; NIH 2009). They feel at ease talking to their pets about their fears, joys, frustrations, and everyday events and activities. Mallon (1992) describes children's contact with pets as almost universally beneficial.
Relationships with animals in stories
Animal tales convey ideas about culture, relationships, and human behavior, as folklorists have long shown (Melson 2001). Many popular children's movies (such as Over the Hedge and Finding Nemo), television programs (like Clifford the Big Red Dog and Between the Lions), and books (Winnie-the-Pooh and The Berenstain Bears series) focus on animals. Storytellers often give animals and pets human attributes and feelings. These can help children understand concepts like friendship, sharing, and respect.
Interactions with pets in the classroom
Classroom pets can contribute to the development of compassion and responsibility in young children of preschool and primary school age, promote and facilitate their social interactions with peers and adults, develop and enhance self-esteem and self-worth, and encourage awareness of one's own and others' feelings (Jegatheesan & Meadan 2006).
The benefits of experiences with pets include companionship, close bonding that supports health and wellness, therapy in times of stress or emotional loss, and development of caring relationships. Animal companions enhance the social-emotional development of both typically developing children and children with special needs (Friedmann 2000; NIH 2009). Melson (2001) calls the relationship between children and their pets one of the most significant bonds of childhood.
Starting a program, planning activities
Teachers first need to consider the possible challenges of having a classroom pet. Ask yourself such questions (NAEYC 2008) as
* Who will be the primary caretaker of the pets?
* Do I have adequate knowledge of caring for animals?
* Am I comfortable in caring for and handling pets?
* What are the licensing regulations, school policies, and liabilities to having pets in my classroom?
* Do any of the children...