How Educators Use Dogs to Support Children's Social, Emotional, and Behavioral Development

How Educators Use Dogs to Support Children’s Social, Emotional, and Behavioral Development by Michelle Roberts-Schneider M.A., Ball State University, 2011 B.A., Indiana University, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2016 Abstract Children’s undeveloped social, emotional, and behavioral skills have long been a concern in early childhood classrooms. Numerous studies have illuminated how therapy dogs in pedagogical settings support children’s holistic development, yet there is scant data on the integration of therapy dogs into the early childhood classroom. This study was guided by the progressive education theory and the concept of the human-animal bond, which collectively lay the foundation for how young children develop critical life skills in the presence of a therapy dog. A qualitative collective case study was used to examine how 3 early childhood educators used therapy dogs and viewed the support these dogs provide for the social, emotional, and behavioral development of children. Two educators from three Indiana public schools and 1 educator from an Indiana independent early education program participated in semi-structured interviews on their use of therapy animals in early childhood classrooms. Classroom observations, children’s artifacts, and researcher field notes were used to triangulate the data. A within-case analysis was conducted for each site, followed by a cross-case analysis for comparisons and generalizations. Three themes resulted: a therapy dog (a) is an innovative teaching tool; (b) supports children’s social, emotional, and behavioral development; and (c) enhances children’s experiences.Children’s undeveloped social, emotional, and behavioral skills have long been a concern in early childhood classrooms. Numerous studies have illuminated how therapy dogs in pedagogical settings support children’s holistic development, yet there is scant data on the integration of therapy dogs into the early childhood classroom. This study was guided by the progressive education theory and the concept of the human-animal bond, which collectively lay the foundation for how young children develop critical life skills in the presence of a therapy dog. A qualitative collective case study was used to examine how 3 early childhood educators used therapy dogs and viewed the support these dogs provide for the social, emotional, and behavioral development of children. Two educators from three Indiana public schools and 1 educator from an Indiana independent early education program participated in semi-structured interviews on their use of therapy animals in early childhood classrooms. Classroom observations, children’s artifacts, and researcher field notes were used to triangulate the data. A within-case analysis was conducted for each site, followed by a cross-case analysis for comparisons and generalizations. Three themes resulted: a therapy dog (a) is an innovative teaching tool; (b) supports children’s social, emotional, and behavioral development; and (c) enhances children’s experiences. It is expected that these findings may give program administrators and early childhood educators the mechanics of effective therapy dog practices. Knowing the mechanics of therapy dog usage in the classroom and understanding the potential outcomes for young children, administrators and educators could build on this process, develop a more effective plan for their own program, or opt out of a therapy dog program entirely. How Educators Use Dogs to Support Children’s Social, Emotional, and Behavioral Development by Michelle Roberts-Schneider M.A., Ball State University, 2011 B.A., Indiana University, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2016 Dedication I dedicate this research to Drew, Kendra, and Taylor; and, to Bear, Lewis, Johnny, Patti, Big Helen (who passed away during my research), Jordan, Tiny, Milo, Hank, Fido, Lizzy, Ivy, and Lucy who all provided me with support and inspiration throughout this incredible journey! Acknowledgments First, to my daughters, Kendra and Taylor.thank you for being so patient and understanding during this lengthy process. Your encouragement and enthusiasm have been priceless beyond what words can express. I love you to the moon and back! To my husband, Drew.you were always supportive of my decision to complete this incredible journey, regardless of the personal sacrifices it entailed. You encouraged me to keep going and never look back, and, without you, the journey would certainly have been long, bumpy, and not very much fun. I love you with all my heart. To my mother, Joan (posthumously), and my father, Carl, who were always proud of my accomplishments, whether they truly understood the enormity of them or not. To my loving and faithful rescue dogs—Bear, Lewis, Johnny, Patti, Big Helen, Jordan, Tiny, Milo, Hank, Fido, Lizzy, Ivy, and Lucy. They’re the best! I want to acknowledge the participants of this study and their faithful therapy dogs. They are all wonderful educators, I applaud their efforts to think outside the box for the benefits of the children they serve, and I thank them for selflessly welcoming me into their classrooms and their world. Without them there would be no study. Finally, I want to acknowledge my doctoral committee.Dr. Darragh Callahan, thank you for putting up with my impatience and encouraging me to push forward. You somehow knew it would all come together, eventually! Dr. Maryanne Longo, from the time we spoke during my first oral defense, I was inspired to continue my research (even beyond the dissertation! ), so thank you! and, Dr. Asoka Jayasena, thank you for making sure my study was as strong as it could be. It was a lot of work, but well worth it.