Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

Child-Animal Relations

Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_265

Synonyms

Introduction

There are three distinctive schools of educational thought and research that focus upon the significance of children’s relations with animals. Each engages with child-animal relations from a unique disciplinary perspective, in a unique way, and for specific purposes and ends.

The first is a breakaway school within developmental psychology. Researchers in this school insist that child-animal relations are significant to children’s development because children grow up in a natural as well as a social environment. They consider the ways in which children’s relations with animals enhance their social, cognitive, moral, and emotional development. Taking a critical and more ecologically attuned position within developmental psychology, this research challenges developmentalism’s hitherto human-centric, or anthropocentric, focus and seeks to extend the vision of this dominant educational paradigm...

This is a preview of subscription content, log in to check access

References

  1. Common World Childhoods Research Collective. (2015). Children’s relations with other species. Common World Childhoods website. http://commonworlds.net/childrens-relations-with-other-species/
  2. Kahn, P. H., & Kellert, S. R. (Eds.). (2002). Children and nature: Psychological, sociocultural and evolutionary investigations. Cambridge, MA: MIT Press.Google Scholar
  3. McCardle, P., McCune, S., Griffin, J. A., & Maholmes, V. (Eds.). (2011). How animals affect us: Examining the influence of human-animal interaction on child development and human health. Washington, DC: American Psychological Association.Google Scholar
  4. Melson, G. F. (2001). Why the wild things are: Animals in the lives of children. Cambridge, MA: Harvard University Press.Google Scholar
  5. Myers, G. (1998). Children and animals: Social development and our connection to other species. Boulder: Westview.Google Scholar
  6. Oakley, J., Watson, G. P. L., Russell, C. L., Cutter-Mackenzie, A., Fawcett, L., Kuhl, L., Russel, J., van der Waal, M., & Walkentin, T. (2010). Animal encounters in environmental education research: Responding to the “question of the animal”. Canadian Journal of Environmental Education, 15, 86–102.Google Scholar
  7. Rautio, P. (2013). Being nature: Interspecies articulations as a species-specific practice relating to environment. Environmental Education Research, 19(4), 445–457.CrossRefGoogle Scholar
  8. Ross, S. B. (2011). The extraordinary spirit of green chimneys: Connecting children and animals to create hope. West Lafayette: Purdue University Press.Google Scholar
  9. Taylor, A., & Pacini-Ketchabaw, V. (2015). Learning with children, ants, and worms in the anthropocene: Towards a common world pedagogy of multispecies vulnerability. Pedagogy, Culture, & Society, 23(4), 507–529.CrossRefGoogle Scholar
  10. Wilson, E. O. (1984). Biophilia. Cambridge, MA: Harvard University Press.Google Scholar

Copyright information

© Her Majesty the Queen in Right of Australia 2017

Authors and Affiliations

  1. 1.University of CanberraCanberraAustralia