The influence of an animal on normally developing children's ideas about helping children with disabilities

Fiona Kirsten Innes, Purdue University

Abstract

The purpose of this research was to examine the influence of an animal on normally developing children's ideas about helping children with disabilities. In study one, 67 normally developing preschool children enrolled in inclusive classrooms participated in interviews to assess their level of empathy, attachment to pets, ideas about helping children with disabilities, and their preferences for animals. Participants preferred photographs of children with disabilities that included an animal. Additionally, there was a trend for children to be more likely to offer a helping response when talking about a child with a disability with a dog than a child with a disability without a dog. Empathy did not mediate the relationship between the presence of an animal and children's ideas about helping a child with a disability. Furthermore, a child's gender, his/her attachment to a pet, and his/her preferences for animals did not moderate this relationship. In study two, a target child with a physical disability and mild—moderate mental retardation who was enrolled in an inclusive preschool class was observed while with and without a classroom pet. The number of times that other children in the classroom approached the target child in each condition were compared. Children were significantly more likely to approach the target child when the child was with the classroom pet. The combined results of the studies offer preliminary support for the social facilitative effect of an animal for children with disabilities. The results are discussed in terms of their implications and limitations, and suggestions for future research are offered.

Degree

Ph.D.

Advisors

Diamond, Purdue University.

Subject Area

Preschool education|Developmental psychology

COinS