Educating children about dogs through projects in the classroom

Educational anthozoology is very common in Western schools, but scientific evidence to support its efficacy is scarce. The aim of the current research was to assess the effectiveness of two presentation styles using a project developed for children in the fourth grade in Pisa (Italy).Participants (n=114; 6 classes) were divided into 3 groups. Group A (n= 45) attended 2 lectures, on canine communication and puppy development, and undertook observational activities with a dog in the classroom. Group B (n=33) received the same lectures but without the dog. Group A and B together formed the experimental group. Finally group C (n=46) was the control group and did not attend the project. All groups completed two questionnaires each comprising 10 closed items addressing topics covered in the lectures. The control group completed the questionnaire once. The experimental group (A and B) completed the questionnaires immediately after the lectures and again 10 weeks later. Correct answers were analyzed using the X2 test (p<0.05).There was no significant difference between groups A and B in performance at either presentation of the questionnaires, thus they could be combined. Group A answered two more questions correctly than group B, which was significant. When comparing the experimental (A plus B) and control group, significant differences were found. The children who attended the project gave significantly more correct answers both immediately after the project (11 more correct answers in A+B vs C) and 10 weeks later (8 more correct answers in A+B vs C).Results seem to validate the effectiveness of projects of educational anthrozoology in increasing children’s knowledge about dogs, independently from whether or not a dog is present. This may widen the acceptability of such education in schools where dogs per se may not be welcome, thereby assisting accident prevention with dogs in the community.