2011 Volume 64 Issue 3 Pages 227-233
The goal of the present study was to investigate the impact of rearing school-owned animals on the psychological development of children. Three questionnaires of 768 fourth-grade elementary school pupils were conducted (T1: before starting the rearing, T2: at the end of one year's rearing, T3: one year after the end of the rearing). It was found that the group that reared school-owned animals appropriately, compared to the control group that did not engage in animal rearing, showed a smaller decrease in school adjustment (SA) during T1 through T2, and a smaller decrease in SA, sympathy for animals (SFA), kindness to people (KTP), and prosocial attitude (PA) during T1 through T3. The children who engaged in appropriate animal rearing in school only, compared to those children who reared animals in their homes only, showed a smaller decrease in PA during T1 through T3. The group that reared school-owned animals inappropriately showed a greater decrease in SFA, KTP, and PA during T1 through T2, and a greater decrease in PA during T1 through T3 compared to the control group. It was suggested that animal-assisted education through the appropriate rearing of school-owned animals has an impact on the development of school adjustment, consideration for animals and people.
