Data and facts about how dogs benefit infants and children.
Jump to: Family Dog Ownership | Education Programs
Highlights
Overview
Family Dog Ownership
Jump to: Infant Development (Japan) | Preschooler Development (Australia) | Children Behavior Towards Dogs (UK) | Adolescent-Pet Bond (US)
Dog Ownership Reduces Risk of Development Delay
External link:
Minatoya M, Araki A, Miyashita C, Itoh S, Kobayashi S, Yamazaki K, Ait Bamai Y, Saijyo Y, Ito Y, Kishi R, et al. Cat and Dog Ownership in Early Life and Infant Development: A Prospective Birth Cohort Study of Japan Environment and Children’s Study. International Journal of Environmental Research and Public Health. 2020; 17(1):205. https://doi.org/10.3390/ijerph17010205
ASQ-3 Childhood Score By Pet Ownership
| All | Having Cat(s) | Having Dog(s) | ||||
|---|---|---|---|---|---|---|
| ASQ Subscale | All | Yes | No | Yes | No | |
| Communication | Pass % | 92.8 | 92.8 | 92.9 | 94.7 | 92.6 |
| Fail % | 7.1 | 7.2 | 7.1 | 5.3 | 7.4 | |
| Gross motor | Pass % | 85.7 | 86.3 | 85.6 | 87.3 | 85.4 |
| Fail % | 14.3 | 13.7 | 14.4 | 12.7 | 14.6 | |
| Fine motor | Pass % | 89.7 | 90.2 | 89.7 | 90.9 | 89.6 |
| Fail % | 10.2 | 9.8 | 10.3 | 9.1 | 10.4 | |
| Problem-solving | Pass % | 84.1 | 84.3 | 84.2 | 85.3 | 84.1 |
| Fail % | 15.7 | 15.7 | 15.8 | 14.7 | 15.9 | |
| Personal-social | Pass % | 82.3 | 83.7 | 82.5 | 84.9 | 82.2 |
| Fail % | 17.3 | 16.3 | 17.5 | 15.1 | 17.8 |
Research Summary | Back to Top
Dog Ownership Improves Social-Emotional Development in Preschoolers
External link:
Wenden, E.J., Lester, L., Zubrick, S.R. et al. The relationship between dog ownership, dog play, family dog walking, and pre-schooler social–emotional development: findings from the PLAYCE observational study. Pediatr Res 89, 1013–1019 (2021). https://doi.org/10.1038/s41390-020-1007-2
Associations (Odd Ratios) Between Family Dog Ownership, Interaction and Preschooler Social-Emotional Development
Odds ratio of having an above-average score for a SDQ subscale (“above-average” represents poorer development, except for prosocial behaviors, where “above average” represents better development).
| Odd Ratio | SDQ Total score | Emotional difficulties | Conduct Problems | Hyperactivity | Peer Problems | Prosocial Behaviors |
|---|---|---|---|---|---|---|
| Dog ownership (ref = non-dog ownership) | 0.77* | 0.86 | 0.70* | 0.96 | 0.60* | 1.34* |
| Family dog walking ≥1 time/week (ref = dog walking < 1 time/week) | 0.64* | 1.02 | 0.74 | 0.99 | 0.79 | 1.45* |
| Active play with family dog ≥3 times/week (ref = active play with family dog <3 times/week) | 1.09 | 0.86 | 1.18 | 1.15 | 1.57 | 1.74* |
*Statistically Significant (P < 0.05)
Research Summary | Back to Top
Children Behaviors Towards Family Dogs
External link:
Hawkins RD, Robinson C, Brodie ZP. Child–Dog Attachment, Emotion Regulation and Psychopathology: The Mediating Role of Positive and Negative Behaviours. Behavioral Sciences. 2022; 12(4):109. https://doi.org/10.3390/bs12040109
Caregiver-Reported Positive and Negative Child–Dog Behaviours.
Minimum 1, maximum 6.
| Negative Child–Dog Behaviours | Average | Positive Child–Dog Behaviours | Average |
|---|---|---|---|
| Pull on body parts of the dog, e.g., tail, ears | 1.59 | Feed the dog | 4.03 |
| Inflict pain deliberately on the dog, e.g., hitting | 1.40 | Groom the dog | 3.15 |
| Attempt to take away the dog food or bowl | 1.58 | Hug the dog | 5.30 |
| Throw objects on the dog | 1.51 | Pet the dog on its body | 5.51 |
| Inflict pain accidentally on the dog, e.g., stepping on | 1.80 | Reach for the dog | 4.87 |
| Sit, lie, or ride on the dog | 1.88 | Pet the dog on its head | 5.30 |
| Restrain the dog by its collar | 2.22 | Approach or follow the dog | 4.66 |
| Attempt to take dog toys/chews from the dog | 2.29 | Kiss the dog | 4.46 |
| Yell or scream during interaction | 2.06 | Leave the dog alone when it is resting | 3.85 |
| Attempt to pet the dog when it is eating or drinking | 2.08 | Lead the dog on a leash | 3.83 |
| Dress the dog | 1.90 | Lay down near to the dog when it is resting | 4.06 |
| Take child toys from the dog | 2.81 | Request obedience from the dog/give commands | 4.31 |
| Verbally scold the dog | 2.06 | Speak to the dog | 5.43 |
| Involve the dog in child play, e.g., doctor game | 2.34 | ||
| Wake the dog when it is sleeping | 2.83 | Average frequency of positive child–dog behaviours | 4.52 |
| Lift the dog | 2.55 | Average frequency of negative child–dog behaviours | 2.06 |
Research Summary | Back to Top
The Adolescent-Pet Bond
External link:
Charmaraman L, Kiel E, Richer AM, Gramajo A, Mueller MK. Associations between Pet Care Responsibility, Companion Animal Interactions, and Family Relationships during COVID-19. Animals (Basel). 2022;12(23):3274. Published 2022 Nov 24. https://doi.org/10.3390/ani12233274
Identity and Responsibility
- Overall Adolescent Identity:
- Friend (67%)
- Hobbies / Interests (60%)
- Pet Owner (44%)
- Impact of Responsibility:
- For dog owners, there’s a significant association between increased levels of responsibility for their pet and a higher likelihood of identifying as a pet owner (Odds Ratio = 1.21).
Stress-Coping Strategies for Adolescents
| Strategy | Rating (Out of 5) |
|---|---|
| Spending time with a close friend | 3.42 |
| Spending time with pet(s) | 3.36 |
| Watching my favourite movies or shows | 3.24 |
| Spending time with family | 2.96 |
| Spending time outdoors or in nature | 2.91 |
| Being alone | 2.77 |
| Exercising or sports | 2.73 |
| Playing video or online games | 2.67 |
| Video hangouts | 2.00 |
| Creating video content for social media | 1.81 |
| Posting about it on social media | 1.35 |
Research Summary | Back to Top
Education Programs
Jump to: Empathy | Reading Ability | Social, Emotional, and Behavioual Abilities
Animal-Themed Humane Education Develops Empathy
External link:
William Ellery Samuels, Nnenna Onuoha-Jackson, Learning to care: An in-school humane education program improves affective and cognitive empathy among lower-elementary students, International Journal of Educational Research Open, Volume 5, 2023, 100292, ISSN 2666-3740, https://doi.org/10.1016/j.ijedro.2023.100292
Basic Empathy Scale (Chinese version)
| Affective Empathy | Cognitive Empathy | |||
| Group | Pretest | Posttest | Pretest | Posttest |
| Control Group Total | −0.105 | 0.219 | 0.085 | −0.034 |
| Experimental Group Total | −0.369 | 0.288 | −0.022 | −0.021 |
Research Summary | Back to Top
Humane Education Boosts Reading Skills
External link:
O’Connor J, Samuels WE. Humane Education’s Effect on Middle School Student Motivation and Standards-Based Reading Assessment. Social Sciences. 2021; 10(10):376. https://doi.org/10.3390/socsci10100376
Mean number of items answered correctly on Common Core State Standards (CCSS) reading assessment
| Group | Mean |
|---|---|
| Total | |
| Control | 2.82 |
| Experimental (Animal-themed Passages) | 3.41 |
| RI 5.1 | |
| Control | 0.68 |
| Experimental (Animal-themed Passages) | 0.88 |
| RI 5.2 | |
| Control | 0.78 |
| Experimental (Animal-themed Passages) | 0.75 |
| RI 5.3 | |
| Control | 0.69 |
| Experimental (Animal-themed Passages) | 0.94 |
| RI 5.4 | |
| Control | 0.53 |
| Experimental (Animal-themed Passages) | 0.61 |
| RI 5.5 | |
| Control | 0.61 |
| Experimental (Animal-themed Passages) | 0.86 |
| RI 5.8 | |
| Control | 0.61 |
| Experimental (Animal-themed Passages) | 0.76 |
Research Summary | Back to Top
UK Teachers’ Perspectives on Reading to Dogs Programs
External link:
Steel, J., Williams, J. M., & McGeown, S. (2021). Reading to dogs in schools: an exploratory study of teacher perspectives. Educational Research, 63(3), 279–301. https://doi.org/10.1080/00131881.2021.1956989
Teachers’ Perspectives on Reading Outcomes
| Statements about Reading Outcomes | % of Teachers Agreeing (n=253) |
|---|---|
| RTD reduces children’s stress during reading. | 84.20% |
| RTD reduces children’s anxiety during reading. | 83.40% |
| RTD increases children’s motivation towards reading. | 82.30% |
| RTD increases children’s reading engagement. | 81.80% |
| RTD increases children’s reading self-esteem. | 80.30% |
| RTD improves children’s confidence in reading. | 77.90% |
| RTD improves children’s attitudes to reading. | 74.70% |
| RTD improves children’s concentration during reading. | 65.70% |
| RTD increases children’s frequency of reading. | 60.90% |
| RTD increases children’s reading skills. | 60.90% |
Teachers’ Perspectives on Social, Emotional, and Behavioural Outcomes
| Statements about Social, Emotional, and Behavioural Outcomes | % of Teachers Agreeing (n=253) |
|---|---|
| RTD elevates children’s mood. | 91.70% |
| Children enjoy RTD. | 89.40% |
| RTD supports children’s emotional wellbeing. | 88.10% |
| Children feel calm during RTD. | 81.00% |
| RTD has a positive impact on children’s behaviour. | 78.70% |
| RTD supports children’s social development. | 75.10% |
Teachers’ Perspectives on Challenges
| Statements about Challenges | % of Teachers Agreeing (n=253) |
|---|---|
| There is not enough time in the school week to incorporate RTD. | 36.00% |
| Additional paperwork such as risk assessments would be too time consuming. | 30.80% |
| Harm may come to the dog in school. | 25.70% |
| Dogs should not be allowed in school because some children and staff may be frightened of dogs. | 20.00% |
| Dogs should not be allowed in school because some children and staff may have allergies. | 19.80% |
| Consulting parents would take too long. | 17.00% |
| Dogs may harm pupils and staff. | 10.70% |
| Dogs are not clean and may spread infection. | 9.90% |