Animal-Assisted Learning
Routledge (Verlag)
978-1-041-09279-7 (ISBN)
- Noch nicht erschienen (ca. Februar 2026)
- Versandkostenfrei
- Auch auf Rechnung
- Artikel merken
Animal-Assisted Learning is an essential guide to transforming teaching practices through the integration of animals into educational settings.
The book explores how animals can significantly enhance cognitive, emotional and social development, turning education into an engaging, life-affirming experience. Packed with professional wisdom, chapters:
Delve into the psychological benefits of animal therapy that support mental health, particularly for children with special educational needs or those in early years settings
Cover the practicalities of bringing animals into your environment, from risk assessments to ethical considerations, ensuring a safe and enriching space for all
Contain a wealth of real-life case studies illustrating the transformational impact of animal-assisted learning in a range of settings
Combining a theoretical background with detailed practical guidance, this book offers a new way of doing things. It is an essential, inspiring resource for all early years and primary educators, SEND practitioners, care workers and anyone passionate about making learning inclusive, effective and joyful for every child.
Jenny Phillips currently works as a teacher and has qualifications in Farm and Animal Therapy and an MA in Inclusive Education, specifically focusing on the therapeutic use of animals with children who have SEN to help education, development, growth, health and wellbeing. Jenny has previously worked as a paediatric/neonatal nurse and SEND practitioner, and as a lecturer in Child Health at Middlesex University. Dawn Newman is a communities engagement and membership professional with a background in project management and employability, and an MSc in Digital Journalism. She previously worked for NCFE, where she was responsible for the systems, strategy and forward direction of CACHE Alumni, a membership organisation for care, health, early years and education.
About the Authors xiii
About this Book: How to Use this Guide xvi
1 The Educational Power of Animals 1
The Heart of Animal-Assisted Education 1
The Holistic Benefits 4
Understanding the Sensory Connection 4
Theoretical Foundations 5
Emotional and Social Development 8
Cognitive and Academic Skills 9
Sensory and Physical Benefits 11
Behaviour and Wellbeing 12
Example Use Cases for Cross-Curricular Integration 12
Mathematics 12
Science 12
Language Arts 12
Physical Education 12
2 Animal Therapy in Action: The Psychological Power of Animals in Education Settings 15
Regulating Emotions Through Animal Interactions 15
How Animals Help Children Feel Safe, Seen and Ready to Learn 15
Regulating Emotions Through Animal Interactions 17
Therapeutic Application Focus 17
Animal-Assisted Therapy in Action 17
Animals in Emotional and Physical Therapy 21
The Therapeutic Impact of Fur, Scales and Feathers 22
Lessons from Dementia Care Practice 23
Substance Dependence Syndrome Treatment 24
Skunks and Schizophrenia 25
Animal Support in Narrative Therapy 26
A Bridge to Connection 27
3 Introducing Children to Animals and Farm Therapy (A Process) 29
Laying the Groundwork 29
Understanding Your Goals 29
Bringing the Vision to Life 31
Choosing the Right Animals 31
Step by Step 36
Designing Ethical, Effective Animal-Assisted Provision 36
Matching Provision to Children’s Needs 37
Start with Why 40
You Don’t Have to Do It All at Once 40
Prep and Parents 40
Preparing Children for Animal Companions 42
Creating Safe Spaces for Learning with Animals 42
Building Routines 44
Maintaining the Environment 45
Animal Introductions Checklist 49
Intention and Planning 49
Preparing Children and Staff 50
Environment and Practical Set-Up 51
Routine Building and Integration 52
Whole-School Culture and Celebration 53
Keeping the Theory in Mind 55
Reconnecting to Purpose 55
Holding on to Your North Star 55
Using OKRs to Stay on Track 55
Scope Creep 56
Mission Creep 56
Remember Why You Started 57
4 Risk Assessing Animal Interactions 58
Starting Your Risk Assessment 59
A Chance to Reflect 60
Putting It All Together 62
What Are the Hazards? 62
Adding Controls 63
Reviewing Risk Levels 64
Filling in the Blanks 65
Incorporating Feedback 66
Thinking Through the Risks Checklist 67
Setting Up for Safety Checklist 68
Avoiding Burnout Checklist 69
5 The Boring Stuff: Business Casing, Planning, and Overcoming Objections in an Educational Setting 70
What Is a Business Case? 70
The Principles of a Business Case 71
1. Delivering Value Quickly 71
2. Iterative Learning 71
3. Learner-Centred Outcomes 71
4. Flexible Funding 71
Scoring Your Case – Before You Submit 72
Rough Business Case Scorecard 72
How to Use Objections 72
Building Your Business Case 74
A. Executive Summary 74
B. Objectives 74
C. Benefits 74
D. Options Considered 76
E. Costs and Financial Plan 79
F. Risks and Mitigations 81
G. Project Plan 81
H. Conclusion and Call to Action 82
6 Farm School Is Open! Now What? 83
Riverside Education: A Whole-School Approach to Animal-Assisted Learning 83
Background 83
The Challenge 84
Approach 84
Integrating Learning with Practicality 85
Making Real Progress 85
Challenges 85
A Whole-School Approach 86
Results and Impact 86
Learning Through Practice 87
Lessons Learned 87
Emzi Mills-Frater: Building an Animal Education Centre 88
Background 88
The Challenge 88
Approach 89
Inclusive, Practical Education 89
Strategic Relationships 90
Strong, Values-Driven Team Culture 90
Results and Impact 92
Lessons Learned 92
Lesley Forrester: Northern Animal Assisted Therapies and Activities (NAATA) 93
Background 94
The Challenge 94
Approach 95
Responsive, Child-Led Practice 95
Strategic Practice and Safeguarding 97
Results and Impact 97
Lessons Learned 98
Jayne Haigh: Goxhill Meadows Hearts and Minds 99
Background 99
The Challenge 100
Approach 100
Trauma-Informed and Child-Led 100
Relationships First, Paperwork Second (But Not Forgotten) 101
Results and Impact 102
Lessons Learned 103
Jenny Phillips: Starting from Scratch 104
Background 104
Approach 105
Child-Led Interaction 105
Sensory Learning 105
Never Assume 106
Lessons Learned 106
Ryan Perry: A First-Generation Farmer with a Passion for Rare Breeds and Public Service 107
Background 107
The Challenge 108
Space Costs Money – But So Does a Lack of It 109
Approach 110
Conservation and Education 110
Exploring Opportunities 1 1 1
History and Culture 1 1 1
Curriculum Links 1 1 1
Results and Impact 112
Lessons Learned 113
Josh: Noah’s ART 113
Background 113
The Challenge 114
Approach 115
Animal-Assisted Therapy, Rooted in Evidence 116
Confidence, Not Compliance 116
Results and Impact 117
Lessons Learned 117
Evidence-Informed, Person-Centred Support Works 117
The Power of Non-Verbal Communication Shouldn’t Be Underestimated 118
Quality Comes from Structure and Care 118
Small Steps Lead to Big Change 118
Cedars School, Gateshead: Animal-Assisted Wellbeing Interventions 119
Background 119
The Challenge 120
Impact 120
Lessons Learned 120
Matthew Colley: A School-Based Pracademic 121
Background 121
The Challenge 12 1
Approach 122
Focus and Empathy 123
Trauma-Informed Practice 123
Challenges 123
Results and Impact 126
Lessons Learned 126
7 No Room? Don’t Worry! Ways to Incorporate Animal Learning Without Animal Care Responsibilities 128
Animal Imagery and Visual Learning 129
Simulations and Role-Playing 1 3 1
Virtual Tools and Tech-Based Learning 1 3 1
In Focus – Real-Life Examples 132
Postcards from the Hutch – A Preschool Letter-Writing Adventure 132
The Reading Tree – A Storytime Adventure with Animal Friends 133
Animal Celebration Day – A Day of Learning and Laughter 134
Chickens and Creativity – Making Observation Tangible 135
Canines, Coffee and Curriculum – A Tail-Wagging Study Support Event for Paediatric
Nursing Students 135
On the Farm – Exploring Animal Therapy in Paediatric Care 136
8 FAQs and Troubleshooting 140
General Questions 140
Best Animals for Different Settings 1 4 1
Common Issues and Troubleshooting 142
UK Law and Legal Considerations 142
Key Legislation 142
The Five Welfare Needs (Animal Welfare Act 2006) 143
The Performing Animals (Regulation) Act 1925 143
What Hooks Could Be Used in Lessons or Therapy to Capture Interest? 143
Further Resources (UK) 144
9 Finding (or Inventing) Your Own Career Path with Children and Animals 145
Matthew Colley 146
Animals Came First 147
‘I Don’t Want to Be a Teacher’ 148
Abide Zenenga 150
From Research to Riverside 151
Jenny Phillips 153
Bibliography 157
Index 160
| Erscheint lt. Verlag | 28.2.2026 |
|---|---|
| Zusatzinfo | 9 Tables, black and white; 46 Halftones, color; 46 Illustrations, color |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 174 x 246 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 1-041-09279-2 / 1041092792 |
| ISBN-13 | 978-1-041-09279-7 / 9781041092797 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
