The Impact of a School Dog on Children's Social Inclusion and Social Climate in a School Class.

IF 3 Q1 PSYCHOLOGY, CLINICAL
Mona M Mombeck, Timm Albers
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Abstract

Animal-assisted pedagogy is well known in classroom practice, but scientific evidence of its impact on teaching and learning conditions is still lacking. At the same time, the biggest challenge in education systems worldwide is the social inclusion of students. In a pre-post design, 30 heterogeneous students (16 f/14 m) from four different school classes (grades 5-8) of two secondary schools and one grammar school were interviewed (in a problem-centered interview) about their social inclusion and their social climate in class before and after being taught selected subjects with a school dog for one school term. At the second measurement point, participants were also asked about their perception of animal-assisted pedagogy. The qualitative data analysis (Kuckartz) showed that the presence of a dog leads to an improved social climate, more social integration and to a change in social roles; therefore, we discussed our findings in the context of role theory (Krappmann). In addition, we found that the mutual perception of the other students and the teacher changes to a more positive and friendlier image. Through animal-assisted pedagogy, a new social role is added to the classroom, where caring and bonding are prioritized. Social interaction and norms are influenced and stereotypical and individual roles can be changed. Therefore, animal-assisted pedagogy can be key to promoting social inclusion in the school environment.

校犬对儿童融入社会和学校班级社交氛围的影响》(The Impact of School Dog on Children's Social Inclusion and Social Climate in a School Class)。
动物辅助教学法在课堂实践中已广为人知,但其对教学和学习条件的影响仍缺乏科学证据。与此同时,全球教育系统面临的最大挑战是学生的社会融入。在一项前-后设计中,来自两所中学和一所文法学校的四个不同班级(5-8 年级)的 30 名异质学生(16 名女生/14 名男生)接受了一项访谈(以问题为中心的访谈),内容涉及他们在一学期内接受校犬教授选定科目之前和之后的社会融入情况以及班级中的社会氛围。在第二个测量点,参与者还被问及他们对动物辅助教学法的看法。定性数据分析(Kuckartz)显示,校犬的存在改善了社会氛围,促进了社会融合,并改变了社会角色;因此,我们在角色理论(Krappmann)的背景下讨论了我们的研究结果。此外,我们还发现,其他学生和教师之间的相互看法也发生了变化,变得更加积极和友好。通过动物辅助教学法,课堂上增加了一种新的社会角色,关爱和亲情被放在了首位。社会互动和规范会受到影响,定型角色和个人角色也会改变。因此,动物辅助教学法是在学校环境中促进社会包容的关键。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.40
自引率
12.50%
发文量
111
审稿时长
8 weeks
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