Behavioral effects of the presence of a dog in a classroom.
To test the idea that dogs have a positive influence on the social behavior of school children, one of three dogs was introduced alternately into a class at an elementary school in Vienna, attended by 24 children (mean age: 6.7 years). Most of the 14 boys and ten girls came from first-generation imm...
| Publicado en: | Anthrozoös Vol. 16; no. 2; pp. 147 - 160 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
2003
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=31404674&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 31404674 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 08927936 GZF jtl: Anthrozoös issn: 08927936 maglogo: N pubinfo: dt: 2003 vid: 16 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 31404674 10.2752/089279303786992170 ppf: 147 ppct: 13 formats: tig: atl: Behavioral effects of the presence of a dog in a classroom. aug: au: Kotrschal, Kurt Ortbauer, Brita affil: Konrad Lorenz Forschungsstelle für Ethologie, Grünau, and Institute for ZooIogy University of Vienna, Austria su: Vienna (Austria) Austria Human-animal relationships Individual differences School children Elementary schools Differential psychology Dogs Animals Interest (Psychology) sug: subj: Human-animal relationships Individual differences School children Elementary schools Differential psychology Vienna (Austria) Austria All Other Animal Production Live animal merchant wholesalers Elementary and Secondary Schools Dogs Animals Interest (Psychology) keyword: aggression animal-assisted therapy behavior child development children human-animal interaction social behavior aggression animal-assisted therapy behavior child development children human-animal interaction social behavior ab: To test the idea that dogs have a positive influence on the social behavior of school children, one of three dogs was introduced alternately into a class at an elementary school in Vienna, attended by 24 children (mean age: 6.7 years). Most of the 14 boys and ten girls came from first-generation immigrant families. With parental consent, their behavior was video-taped for two hours every week, during ‘open teaching situations,’ first during a one-month control period in the absence of dogs, followed by an experimental period of similar duration, when a dog was present in the classroom. Frequency and duration of all observable behaviors of individuals and their interactions were coded from these tapes. Although major individual differences were found in the children's interest in the dog and their behavioral responses, the group became socially more homogenous due to decreased behavioral extremes, such as aggressiveness and hyperactivity; also, formerly withdrawn individuals became socially more integrated. Effects were more pronounced in the boys than the girls. Even though the children spent considerable time watching and making contacting with the dog, they also paid more attention to the teacher We conclude that the presence of a dog in a classroom could positively stimulate social cohesion in children and provide a relatively cheap and easy means of improving teaching conditions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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