| Autor: |
Guberman, Ainat, Axelrad-Levy, Tamar, Rauscher, Sharon Almaliah, Motro, Michal |
| Předmět: |
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| Zdroj: |
Social Pedagogy / Pedagogika Społeczna; 2024, Vol. 91 Issue 1, p175-195, 21p |
| Abstrakt: |
This study explored how children perceive their interactions with pets raised in school premises: a) Which animals do they choose to interact with and why? (b) What goals do they set for themselves in these interactions? (c) How do they interpret and respond to the animals’ noncompliance? (d) What considerations constrain their behaviors towards the animals? (e) Do they perceive interactions with animals as generally positive or negative experiences? The participants were 15 kindergarteners and first graders (7 boys and 8 girls) who were videotaped while they individually interacted with animals in their educational institute for 20–30 minutes. They were interviewed about their experiences a few minutes later, as they watched their filmed interactions. Thematic analysis was used to analyze the interviews. Most of the children chose to interact with small furry mammals. They attempted to establish affiliative relationships with the animals by touching, petting or holding them, or by providing them with food or shelter. However, the animals often tried to escape or were otherwise non-compliant. The children proposed four types of interpretations for the animals’ behaviors: (a) Beliefs about animals’ minds (b) Animals’ traits (c) Reframing the behaviors as cooperative or (d) Animals’ rejection of the child. The children were very careful not to harm the animals, persevered, and remained in good spirits. Overall, the children’s conceptualizations of and behaviors towards the animals were guided by anthropomorphism. Socio-emotional competence and cognitive control were evident in their reasoning. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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