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Conference Paper/Proceeding/Abstract 721 views

Lessons learned: A small scale, investigative case study exploring the impact of dogs on primary-aged children’s working memory, reading and attention

Janet Oostendorp Godfrey Orcid Logo, Helen Lewis Orcid Logo

Animal Assisted Interventions: research meets practice

Swansea University Authors: Janet Oostendorp Godfrey Orcid Logo, Helen Lewis Orcid Logo

Abstract

Biophilia theory (Kellert and Wilson, 1983), suggests animals can support the development of cognition (and therefore learning), although much research reports generalised group studies, tests, and scientific measurements removed from ‘real’ classroom contexts. Nevertheless, educators are reliant on...

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Published in: Animal Assisted Interventions: research meets practice
Published: 2021
URI: https://cronfa.swan.ac.uk/Record/cronfa57881
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first_indexed 2021-09-14T07:57:57Z
last_indexed 2021-09-29T03:22:12Z
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2021-09-28T15:36:32.7681126</datestamp><bib-version>v2</bib-version><id>57881</id><entry>2021-09-14</entry><title>Lessons learned: A small scale, investigative case study exploring the impact of dogs on primary-aged children&#x2019;s working memory, reading and attention</title><swanseaauthors><author><sid>a1801d53be70867352706513a8b69ca0</sid><ORCID>0000-0003-2793-8456</ORCID><firstname>Janet</firstname><surname>Oostendorp Godfrey</surname><name>Janet Oostendorp Godfrey</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>daebf144a10dc3164bff6ec1800d66d3</sid><ORCID>0000-0003-4329-913X</ORCID><firstname>Helen</firstname><surname>Lewis</surname><name>Helen Lewis</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2021-09-14</date><deptcode>FGHSS</deptcode><abstract>Biophilia theory (Kellert and Wilson, 1983), suggests animals can support the development of cognition (and therefore learning), although much research reports generalised group studies, tests, and scientific measurements removed from &#x2018;real&#x2019; classroom contexts. Nevertheless, educators are reliant on these studies when considering whether to involve dogs in classroom practice.This mixed method project aimed to address this by investigating the impact of a dog&#x2019;s presence on classroom learning skills (working memory and attention) in a practical context, using appropriate &#x2018;teacher-friendly&#x2019; measures. (Ethical approval from the University.)Thirteen 7-year-old children took part from one UK Primary school over 12-week period. Seven were observed as case studies and undertook selected memory tests with and without the dog present. The 7 children were recorded reading to the dog on a rota basis. Reading test scores were compared before and after intervention. A handheld &#x2018;pip&#x2019; was used for recording skin conductance. A control group XXXResults showed that the dog&#x2019;s presence affected group attention span, visuo-spatial ability, verbal fluency, reading accuracy and rate. However, not all children enjoyed the experience with the dog and individual data were not consistent. Interaction with the dog was limited when reading. The findings question the vast generalisation of previous research results. Teachers may not find that dogs will improve motivation and attainment for all children in their class. Teachers should plan specific tasks involving dogs, in groups or as 1:1 activities but also ensure teaching of reading strategies still occurs, even when the dog is present. There are implications for school dogs&#x2019; working hours.Overall findings also show that practical research can be adapted, undertaken, and led by teacher researchers themselves. Accessible tests and equipment can be developed for classroom measurement, in collaboration with scientific researchers.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>Animal Assisted Interventions: research meets practice</journal><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher/><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords/><publishedDay>19</publishedDay><publishedMonth>9</publishedMonth><publishedYear>2021</publishedYear><publishedDate>2021-09-19</publishedDate><doi/><url/><notes/><college>COLLEGE NANME</college><department>Humanities and Social Sciences - Faculty</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>FGHSS</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2021-09-28T15:36:32.7681126</lastEdited><Created>2021-09-14T08:56:00.0708478</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Social Sciences - Education and Childhood Studies</level></path><authors><author><firstname>Janet</firstname><surname>Oostendorp Godfrey</surname><orcid>0000-0003-2793-8456</orcid><order>1</order></author><author><firstname>Helen</firstname><surname>Lewis</surname><orcid>0000-0003-4329-913X</orcid><order>2</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2021-09-28T15:36:32.7681126 v2 57881 2021-09-14 Lessons learned: A small scale, investigative case study exploring the impact of dogs on primary-aged children’s working memory, reading and attention a1801d53be70867352706513a8b69ca0 0000-0003-2793-8456 Janet Oostendorp Godfrey Janet Oostendorp Godfrey true false daebf144a10dc3164bff6ec1800d66d3 0000-0003-4329-913X Helen Lewis Helen Lewis true false 2021-09-14 FGHSS Biophilia theory (Kellert and Wilson, 1983), suggests animals can support the development of cognition (and therefore learning), although much research reports generalised group studies, tests, and scientific measurements removed from ‘real’ classroom contexts. Nevertheless, educators are reliant on these studies when considering whether to involve dogs in classroom practice.This mixed method project aimed to address this by investigating the impact of a dog’s presence on classroom learning skills (working memory and attention) in a practical context, using appropriate ‘teacher-friendly’ measures. (Ethical approval from the University.)Thirteen 7-year-old children took part from one UK Primary school over 12-week period. Seven were observed as case studies and undertook selected memory tests with and without the dog present. The 7 children were recorded reading to the dog on a rota basis. Reading test scores were compared before and after intervention. A handheld ‘pip’ was used for recording skin conductance. A control group XXXResults showed that the dog’s presence affected group attention span, visuo-spatial ability, verbal fluency, reading accuracy and rate. However, not all children enjoyed the experience with the dog and individual data were not consistent. Interaction with the dog was limited when reading. The findings question the vast generalisation of previous research results. Teachers may not find that dogs will improve motivation and attainment for all children in their class. Teachers should plan specific tasks involving dogs, in groups or as 1:1 activities but also ensure teaching of reading strategies still occurs, even when the dog is present. There are implications for school dogs’ working hours.Overall findings also show that practical research can be adapted, undertaken, and led by teacher researchers themselves. Accessible tests and equipment can be developed for classroom measurement, in collaboration with scientific researchers. Conference Paper/Proceeding/Abstract Animal Assisted Interventions: research meets practice 19 9 2021 2021-09-19 COLLEGE NANME Humanities and Social Sciences - Faculty COLLEGE CODE FGHSS Swansea University 2021-09-28T15:36:32.7681126 2021-09-14T08:56:00.0708478 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Janet Oostendorp Godfrey 0000-0003-2793-8456 1 Helen Lewis 0000-0003-4329-913X 2
title Lessons learned: A small scale, investigative case study exploring the impact of dogs on primary-aged children’s working memory, reading and attention
spellingShingle Lessons learned: A small scale, investigative case study exploring the impact of dogs on primary-aged children’s working memory, reading and attention
Janet Oostendorp Godfrey
Helen Lewis
title_short Lessons learned: A small scale, investigative case study exploring the impact of dogs on primary-aged children’s working memory, reading and attention
title_full Lessons learned: A small scale, investigative case study exploring the impact of dogs on primary-aged children’s working memory, reading and attention
title_fullStr Lessons learned: A small scale, investigative case study exploring the impact of dogs on primary-aged children’s working memory, reading and attention
title_full_unstemmed Lessons learned: A small scale, investigative case study exploring the impact of dogs on primary-aged children’s working memory, reading and attention
title_sort Lessons learned: A small scale, investigative case study exploring the impact of dogs on primary-aged children’s working memory, reading and attention
author_id_str_mv a1801d53be70867352706513a8b69ca0
daebf144a10dc3164bff6ec1800d66d3
author_id_fullname_str_mv a1801d53be70867352706513a8b69ca0_***_Janet Oostendorp Godfrey
daebf144a10dc3164bff6ec1800d66d3_***_Helen Lewis
author Janet Oostendorp Godfrey
Helen Lewis
author2 Janet Oostendorp Godfrey
Helen Lewis
format Conference Paper/Proceeding/Abstract
container_title Animal Assisted Interventions: research meets practice
publishDate 2021
institution Swansea University
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description Biophilia theory (Kellert and Wilson, 1983), suggests animals can support the development of cognition (and therefore learning), although much research reports generalised group studies, tests, and scientific measurements removed from ‘real’ classroom contexts. Nevertheless, educators are reliant on these studies when considering whether to involve dogs in classroom practice.This mixed method project aimed to address this by investigating the impact of a dog’s presence on classroom learning skills (working memory and attention) in a practical context, using appropriate ‘teacher-friendly’ measures. (Ethical approval from the University.)Thirteen 7-year-old children took part from one UK Primary school over 12-week period. Seven were observed as case studies and undertook selected memory tests with and without the dog present. The 7 children were recorded reading to the dog on a rota basis. Reading test scores were compared before and after intervention. A handheld ‘pip’ was used for recording skin conductance. A control group XXXResults showed that the dog’s presence affected group attention span, visuo-spatial ability, verbal fluency, reading accuracy and rate. However, not all children enjoyed the experience with the dog and individual data were not consistent. Interaction with the dog was limited when reading. The findings question the vast generalisation of previous research results. Teachers may not find that dogs will improve motivation and attainment for all children in their class. Teachers should plan specific tasks involving dogs, in groups or as 1:1 activities but also ensure teaching of reading strategies still occurs, even when the dog is present. There are implications for school dogs’ working hours.Overall findings also show that practical research can be adapted, undertaken, and led by teacher researchers themselves. Accessible tests and equipment can be developed for classroom measurement, in collaboration with scientific researchers.
published_date 2021-09-19T04:13:56Z
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