Animal-Assisted Literacy: A Supportive Environment for Constrained and Unconstrained Learning

Autor/inn/en	Friesen, Lori; Delisle, Esther
Titel	Animal-Assisted Literacy: A Supportive Environment for Constrained and Unconstrained Learning
Quelle	In: Childhood Education, 88 (2012) 2, S.102-107 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2012.662124
Schlagwörter	Reading Instruction; Academic Support Services; Literacy Education; Caring; Animals; Adolescents; Teaching Methods; Mentors; Adults; Skill Development; Program Development; Educational Environment; Student Motivation + Suchen Sie Ihr Suchwort? Leseunterricht; Care; Pflege; Sorge; Betreuung; Animal; Tier; Tiere; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Programmplanung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulische Motivation
Abstract	Over the last 20 years or so, the popularity of animal-assisted literacy learning programs has gained momentum in schools and libraries around the world (Intermountain Therapy Animals, 2011). To date, such programs are currently running in four Canadian provinces and 43 U.S. states, as well as in Australia, the United Kingdom, Italy, and India (Land of PureGold Foundation, 2009). To skeptics, it would seem that these programs are popular simply for their novelty effect. However, a deeper examination of the state of literacy education in North America reveals essential underlying reasons why these programs may offer timely and unique support for young learners. Situated within the broader context of literacy education and grounded in research and literacy theory, the authors offer concrete examples in this article of the unique and valuable social, emotional, and academic support that animal-assisted learning can provide children. Specifically, the authors consider how an animal and a caring adult mentor can contribute to establishing and nurturing a supportive learning environment, and can offer genuine and unique opportunities for both "constrained and unconstrained" literacy development (Paris, 2005). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10