第1部

子どもたちに、意義ある動物体験を与えるためにPart 1：Giving Meaningful Experiences to Children
中川美穂子 社団法人 日本獣医師会 学校動物飼育支援対策検討委員会副委員長 / 中川動物病院長 /全国学校飼育動物研究会事務局長 / 全国学校飼育動物獣医師連絡協議会主宰

Mihoko NAKAGAWA
Vice-Chair for Humane & Science Education Utilizing School-owned Animals, Japan Veterinary Medical Association
Director, Nakagawa Animal Hospital
Secretary-General, Society for Humane & Science Education Utilizing School-owned Animals Presider, Japanese
Veterinary Council for School-owned Animals

About 20 years ago in our country, wecreatures around to show an interest in. But, conversely,

started to hear about children who,I have heard of teachers reporting that students whowhile saying that they like animals,

look after the school pets and take them home atwould not hesitate to get rid of aweekends do tend to have more interest in other types

kitten (for example) that scratchedof animal, not only the ones at their school. They eventhem with its tiny claws. They wouldextend their interest to some of the plants those

simply recoil and yell, supposedly inanimals consume (for example, the leaves of Japanesepain. But I am really doubtful that they really felt any

pepper that swallowtail caterpillars eat).

pain and are truly afraid of such small animals. I also
doubt they had ever tried to imagine the agony that

We were all shocked by the immaturity and insensitivity

kittens undergo if thrown out and abandoned.

to life exhibited by the perpetrator of a sad murder casein Sasebo City, Japan. Even after this incident we keep

Such children rarely exhibit behavior suggesting

hearing of unimaginable stories such as the baby thatcompassion or respect for living creatures. They donʼt

was left alone in a car and died of heat stroke, or thehave that kind of sensitivity or perspective. I heard ofsuﬀocating of a one-year-old baby within the luggage

one 5-year-old child who could use difficult linguistic

space beneath a motorcycle seat, or the infant that diedexpressions like “Taifu ikka dane” (calm after the storm)

after being left alone at home for 18 hours while thebut would look for the power button on a rabbit he wasparents went skiing. Such cases indicate an increase inholding for the ﬁrst time in his life. I have heard of otherthe number of people, including young parents, whochildren that cry over the death of their ʻTamagocchiʼ

lack a sense of consciousness that living creatures are[electronic pet]. While I was involved in elementary

the same as living people.”school activities I myself met first and second gradestudents who would ask me, with awkward whispers,

In recent years there are more and more young mothers

questions such as ʻwhat are rabbits made ofʼ or ʻwhat

who have never experienced the holding of a warm

makes them moveʼ. I was sometimes so taken aback byliving body before their first baby is born. So new

the unexpected questions I reacted in a loud voice andmothers are now being given more proactive guidance

unintentionally made the children cry. I should haveabout newborn baby treatments. Despite this, theanswered, “They move in the same way as humans.”

number of 6-month-old babies lacking basic facial

These children probably had a lot of experience seeing

expressions; that is - babies who donʼt laugh, with tightanimals ʻvirtuallyʼ but never once encountering realmuscles and who are slow to respond when they enter

animals. I have also met some third and fourth grade

nursery care - is increasing, year by year. Childcare andstudents who said “My pet is a ʻmarimoʼ” [a ball-shaped

disability care experts are concerned about the parents

water plant of Hokkaido] but I doubt they know ifof these babies. They seem to be unaware of themarimo is an animal or plant when they have no living

importance of holding their babies in their arms

Workshop Ⅷ Child Care and Animal Care13although they are perfectly capable of taking care ofignorance about life will continue to make itself

them properly.

apparent in many aspects of their lives.

On the other hand, children who take care of a small
animal - whether it's a rabbit or a bantam, and cuddle it

To combat this, we need to allow children to experience

as if it were a baby - they are sure to grow up and takeflowers, soil, rocks, trees, water, wind and animals. Incare their own children in the future in a similar manner.

short, we need some nature and animal experience

They are highly unlikely to have any attachment

guidelines within nursery and school education.

disorder. Clearly, the aﬃnity and understanding for life

Because animal experience requires the willingness andowes much to the experience of keeping animals incooperation of the participating animal, such education

childhood.

can especially teach children the notion of other people.
Experience of animals can also nourish a sense of

Next I will explain about the meaning and timing forselﬂess love and respect for others. Unlike other people,

keeping animals. Dr. Koshiba and Dr. Tanaka, bothanimals are never in a position as competitors soNobel Prize winners, have talked about how they werechildren, for the first time in their life may discoverable to freely play in the ﬁelds when they were children.

something they wish to protect. The children are using

As they say, children form their foundation forboth their physical and mental capabilities to carry out

understanding the universe through the experience ofcare tasks for these cute ʻothersʼ and gaining theplay in their childhood, especially before the third orexperience of how to make others happy, a ʻgivingʼ

fourth grade in elementary school.

which in turn enhances their own feelings of happiness.

It used to be normal to experience the importance of

Next I will explain how to provide an animal keeping

life by having animals around the home but,

experience at nurseries and schools. So, when is theunfortunately, more and more pets in Japan are being

best timing? A curiosity for other organisms and thekept by adults who keep them for their own comfort.

sensibility to feel compassion for vulnerable creatures

Fewer mammals (or pet birds) with which people canforms most eﬀectively in a childʼs brain when the childexchange emotions are now being kept in child-raising

has a desire to keep animals. It is considered to be afamilies. The cause is thought to be due to a perception

good thing to give children some close animal

that animals are a burden to care for and a mistaken

experience during infancy, during first and second

assumption that animals are ﬁlthy. In reality, more thangrade years, and during the third and fourth grade

70% of elementary and junior high school students nowyears.

grow to adulthood without ever knowing that animals
are warm to cuddle, [Reference *1].

So, what kinds of animal? Animals that are warm,
cuddly and friendly to people - animals able to express

Meanwhile our children are attracted to video games

emotion when making eye contact, are thought to beand mechanical toys that you can restart with one

the most suitable for stimulating the childʼs mental

button and which do not give any trouble to theirdevelopment and awareness.

owners. These toys have no natural life within them

14and, as long as children continue to interact with them

For such reasons in Western countries mammals such as

exclusively, there is no hope for improving their self-dogs, cats, rabbits, guinea pigs and pet birds (such as

centeredness. They will not be able to fulﬁll any curiosity

paddy birds, bantam chickens and parakeets) arefor biology and, needless to say, they will never develop

referred to as companion animals, and distinguishedan “excited spirit of inquiry”. This “excited spirit ofapart from other animals. Ultimately, to achieve theinquiry” acts as a powerful motivator in children but

some biological education and ability to understandwithout any living creatures around them, their basic

our own bodies, mammals are often recommended. But

knowledge about organisms will never form. TheirI think birds should also be adopted so that children

Workshop Ⅷ Child Care and Animal Careknow not to draw a picture of a bird with four legs.

concerns.

Dogs and cats need to consistently bond with the same
individuals so should not be kept at schools where theAs for some basic points on animal keeping, children

teaching staff is constantly changing. It is also better

only make their utmost effort to protect an animal

not to keep geese and goats since they require too

when they love them with all their heart. All the best

much care. To be more precise, the most appropriate

eﬀects of animal keeping are derived from such feelings.

animals to keep in outdoor pet houses are rabbits andSuch children will give some surprising answers when

bantam fowl, while, for in the classroom, guinea pigs

asked about their happiest moments when keeping

and paddy birds are best.

animals. They might answer with “When I get a goodpoop” which shows that they see themselves as aSo, how should they be kept, and in which grades?

parent to the animals. You should never slaughter anChildren of nursery school age through to first andanimal that children think of in this way for meat.

second grade will be stimulated and inspired in many
ways by the experience of keeping and caring for

But I should also add that when care is too difficult toanimals, under teacher supervision. Guinea pigs suitperform there will be many adverse eﬀects and hardly

this role best because they have a gentle and calm

any good results. Pet houses should therefore benature. They are easy to keep and play with and canconstructed so that they are easy to maintain. For

remember people's voices. They will approach people

example, having a concrete floor is easiest. It is alsoand squeak when they recognize someone.

important to prepare nest boxes to protect animals
against the cold. One space should house just one maleChildren in the third and fourth grade have an abundantand one female to limit breeding and to create asense of curiosity and energy. These ages are best forpeaceful, stress-free environment that avoids fights

taking care of bantam fowl and rabbits in the petwith others.

houses. The Society for Humane and Science Education
Utilizing School-owned Animals has received good

In conclusion, from continuous (monitoring) research ofreports about the “animal keeping school-yearsome fourth grade students over a period of 3 years, theprogram” which is part of integrated “respect for life”

author, et al. reported that an appropriate experience oflearning. This program, in which children can share thekeeping animals has beneficial effects on children

joy and hardship of animal care with other same-grade

adjusting to school and for nurturing compassion

students, brings profound educational advantages.

towards other people. It was found that this eﬀect wasmost remarkable among those students who had neverChildren in the ﬁfth and sixth grade ages are already old

kept animals at home but who received a sufficientenough to assimilate their past experience into

education about animal keeping at school. [Referenceknowledge so they do not need to be involved in the*2]

direct care of the animals in the school pet houses.
Schools conducting the correct type of animal keeping
So how do we support animal keeping programs?

programs regard the animal keeping activity as a part

When a school decides to keep animals, it istheir curriculum and in order to continue their programs

recommended that they consult a veterinarian forthey practice the following:

guidance on “how animals relate with children” and1. The holding of animal keeping classes “Fureai“direct experience with animals”. Allow the children toKyoshitsu” (veterinarian assisted) to teach about thebecome familiar with the animals together with thephysical and psychological state of animals.

veterinarian. It is reassuring and helpful for teachers to

2. Ongoing daily care and physical contact with animals.

have a support system in which a veterinarian can be

3. Promotion of parents' participation in the animal

consulted when children have any questions orkeeping at weekends with the aim of teaching theWorkshop Ⅷ Child Care and Animal Care15

importance of being constantly attentive. (There werealso reports of children being more appreciative of theirparents and having improved communication withthem.)
4. Classes for first grade students to which they canbring brothers and sisters.
5. Inclusion within drawing and art lessons.
6: Question and answer classes with veterinarians
intended to stimulate a curiosity for science.
7: A presentation about the students' animal keeping
experience over the school year during the handover
meeting on the last day of term. (This is also a good
opportunity for teachers to review achievements.) As aveterinarian and a parent, I naturally want our children
to have as much experience of nature and life as
possible especially when they feel the need for it attheir school, and also with veterinarians involved.
*1: Nakagawa et al. “At-home Animal Keeping” and“Animal Keeping and Education” p45, Volume 6, 2007
*2. Nakagawa, Nakajima, Muto “The Influence on thePsychological Development of Young Children of
Appropriate School-based Animal Keeping”. Journal of
the Japan Veterinarian Association p227~233 Volume64, No. 3 2011
Website for the Japanese Veterinary Council for Schoolowned Animals:
http://www.vets.ne.jp/~school/pets/
Website for the Society for Humane & Science Education
Utilizing School-owned Animals:
http://www.vets.ne.jp/~school/pets/siikukenkyukai.htm

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<HV䟿㐺ษ䛺㣫⫱䛷䚹䖃᫂☜䛺ᩍ⫱ⓗ䛽䜙䛔䖃ᩍဨ䛾ᣦᑟⓗ䛺㛵୚䖃㇏䛛䛺ゐ䜜ྜ䛔䖃 ⋇་ᖌ䛻┦ㄯ䚸ຓゝᨭ᥼䜢ཷ䛡䜛䕿Ꮫᰯ䛿䚸ᩍ⫱ㄢ⛬䛻఩⨨䛵䛡䜛ዲ䛝䛺㼛㼞ᢸᙜ䛾 ඛ⏕䛰䛡䛷䛿䛺䛟඲య䛷ᨭ䛘䜛䕿ಖㆤ⪅䛜䚸䛂Ꮚ⫱䛶䛾䛯䜑䛻䛃䛸⌮ゎ䛧䛶䚸ཧຍ䛩䜛ఇ᪥䛾ୡヰ䚸䜰䝺䝹䜼䞊䞉⾨⏕୙Ᏻ䠄Ꮫᖺ㣫⫱䡡Ꮫᖺ䛾ぶ䠅䕿㏆䛟䛾ᑓ㛛ᐙ䛜䚸Ꮫᰯ⋇་ᖌ䛸䛧䛶ᨭ᥼䛩䜛䠄⾜ᨻ䛜Ꮫᰯ䛾┦ㄯ┦ᡭ䜢ὴ㐵䠅䠆Ꮫᰯ䛿㈝⏝䜢㈇ᢸ䛧䛺䛔䝅䝇䝔䝮䠅

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