Three Things to Know
Examining data from a large-scale study in Australia, researchers investigated the link between dogs and young children’s well-being, in particular the social-emotional development of preschoolers aged 2-5.
Their findings indicate a clear association: parents of children with dogs reported fewer conduct and peer issues, alongside greater prosocial behavior, compared to those without canine companions.
Furthermore, the study highlighted that among children in dog-owning households, increased engagement with their dogs through activities like walking or playing correlated with even more pronounced prosocial tendencies.
For Dog Welfare Practitioners
Research in Japan echoes these findings, indicating that infants in dog-owning families are less prone to developmental delays and issues. Moreover, animal-assisted education literature consistently demonstrates the positive impact of dogs on children’s empathy and social relationships.
Recognizing these benefits, many parents acquired puppies during the pandemic. Dog welfare advocates should consider these perspectives when designing their programs, from adoption procedures to educational initiatives. Rather than outright rejection, families with young children seeking adoption should undergo individual assessments. Furthermore, with a growing number of dog-owning households, increased bite prevention education is crucial and must be proactive, with research suggesting the effectiveness of non-traditional methods like drama for preschoolers.
For families deemed unsuitable for full ownership, as well as those who may not desire to own a dog, dog protection agencies could offer supervised interaction opportunities through youth education programs.
The Full Picture
Regular physical activity is crucial for young children’s health and development. Yet, fewer than one-third of children aged 2–5 meet the recommended daily activity levels. Dog ownership has been shown to promote physical activity in adults, and emerging evidence suggests similar benefits for children, particularly in terms of increased activity and improved social and emotional development. For instance, children who walk with their family dog may be more active and develop qualities such as empathy, self-confidence, and responsibility.
Still, most research has focused on older children, leaving a gap in knowledge about these effects in preschool-aged kids. This study, titled “The relationship between dog ownership, dog play, family dog walking, and pre-schooler social–emotional development: findings from the PLAYCE observational study”, aims to explore whether dog ownership and dog-related activities, like walking or playing with the dog, are linked to better social-emotional development in young children.
Study Methods
This study used data from the PLAYCE study (2015–2018), a cross-sectional study of 2,119 children aged 2–5 years attending early childhood centers in Perth, Western Australia. For this analysis, data were drawn from 1,646 parent surveys. The survey captured demographic details, family dog ownership, frequency of dog-related activities (playing and walking), and children’s social–emotional development using the Strengths and Difficulties Questionnaire (SDQ).
Study Results
Of the 1,646 children included in the analysis, about 42% lived in dog-owning households. Among these, 77% played with their dog three or more times per week, and 53% walked with the dog at least once per week.
Dogs and Young Children’s Well-Being
Dog Ownership
Compared to families without a dog, children from dog-owning families had significantly better outcomes in several areas:
- Fewer conduct problems (20% vs. 24%)
- Fewer peer problems (16% vs. 22%)
- Better prosocial behavior (27% vs. 33% had below-average scores).
After adjusting for demographic and lifestyle factors, children from dog-owning households showed fewer conduct and peer problems, lower total difficulties, and higher prosocial behaviors than those without dogs.
Dog Walking and Playing (Among Dog Owners Only)
Compared to those who have a dog but do not with their dog at least once a week, pre-schoolers who do so had:
- Lower odds of a poor total SDQ score (0.64 times as likely)
- Higher odds of strong prosocial behavior (1.45 times as likely).
In addition, children who played with their dog three or more times per week had higher odds of strong prosocial behavior (1.74 times as likely), compared to those children who did not do so.
As such, playing or walking with a family dog — even just moderately (e.g., walking once per week, playing three times per week) — is associated with better prosocial behavior in this age group. These interactions may reflect stronger child-dog attachments, especially since younger children spend more time at home.
Conclusion
This study explored how family dog ownership relates to social-emotional development in preschool-aged children (2–5 years). These results align with previous findings in older children and suggest that positive effects may start early in life.
Miscellaneous
Data From Study:
Owned Dogs > What Dogs Bring > Infants & Children
Year of Publication:
2020
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