CHILDREN’S PET PREFERENCES AND TREATING PETS
DOI:
https://doi.org/10.5937/Keywords:
pupil, pet, care, ownership, opinionAbstract
Pets contribute significantly to social, cognitive and emotional development of children. Taking into consideration the improtance of pets in a child’s life, this paper is focused on treating pets and children’s pets preferences. The subjects were fourth-grade pupils in a primary school in Belgrade. We wanted to find out if children prefer pets and which ones, and then whether pupils differ in terms of gender and pet ownership regarding pet care and treating. Descriptive statistics have been applied, while t-test has been used as a technique. Results show that boys and girls are largely in the same position regarding pet ownership, and that pupils preferred mostly dogs as pets, which were followed by fish and cats. There is no statistically significant difference between boys and girls considering friendly pet treating. There is a statistically important difference between pupils who have pets and those who do not regarding freindly treating. It would be interesting to research why children prefer dogs, fish and cats to pets like hamsters, parrots etc. Further research can be focused on emotional attachment of pupils to pets.
Downloads
References
1. Hawkins, D. R. and Williams, M. J. (2017). Childhood Attachment to Pets: Associations between Pet Attachment, Attitudes to Animals, Compassion, and Humane Behaviour. Environmental Research and Public Health. 14(5), 490.
2. Smojver-Ažić, S. i Topalović, Z. (2010). Uloga kućnih ljubimaca u socioemocionalnom razvoju djece školskog uzrasta. Napredak. 151 (2), 171-194.
3. Poresky, R. H. and Hendrix, C. (1990). Differential effects of pet presence and pet-bonding on young children. Psychological Reports. 67 (1), 51-54.
4. Kellert, S. R. (1984). Attitudes toward animals: Age-related development among children. IN: M.W. Fox, Linda Mickley (Eds.) Advances in animal welfare science 1984/85 (43-60). Washington, DC: The Humane Society of the United States.
5. Prokop, P. and Tunnicliffe, S. D. (2010). Effect of keeping pets on children’s attitudes toward popular and unpopular animals. Anthrozoos. 23 (1), 21-35.
6. Мишчевић Кадијевић, Г. (2018). Упознавање предшколске деце са околином: специфичности методичког приступа основним садржајима. Београд: Учитељски факултет.
7. Божин, А. А. (2011). Увод у психологију школског детињства. Београд: Учитељски факултет.
8. Пајић, Б.З., Гардашевић, Ђ. Б. и Јаковљевић, Т.С. (2016). Преваленца гојазности код деце основношколског узраста. Иновације у настави. 29 (1), 105-116.
9. Beck, A. M. and Katcher, A. H. (2003). Future direction in Human-Animal Bond Research. American Behavioral Scientist. 47 (1), 79-93.
10. Бојанић, Љ. (2017). Значај посећивања зоолошких вртова од стране породица млађег школског узраста. У: Vilmos, J. i Horӑk. R. (ур.).Évkӧnyv (75-84). Szabadka: Újvidéki Egyetem.
11. Carr, S. and Rockett, B. (2017). Fostering secure attachment: Experiences of animal companions in the foster home. Attachment Human Development. 19 (3), 259–277.
12. Vud, Č. (2008). U korak s razvojem. Beograd: Kreativni centar.
13. Вучетић Лалић, З. Н. (2016). Могућности развијања мотивације за учење: перспектива наставника и ученика. Иновације у настави. 29 (1), 1-15.
14. Томић, Б., Ристић, М. и Благданић, С. (2019). Мобилне апликације у ванучионичкој настави природе и друштва. Методичка пракса. 13 (1). 195-216.
15. Врањешевић, Ј. (2012). Партиципација родитеља у образовно-васпитном процесу: могућности и ограничења. Иновације у настави. 25 (3), 15-26.
Downloads
Published
Issue
Section
License
Copyright (c) 2019 The Methodology Theory and Practice
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
