Biological Sciences Curriculum Study

In order to name an animal they see, children use their existing mental models to provide the animal with a name. In this study, pupils of a range of ages (4, 8, 11, and 14 years old) were presented with preserved specimens of six different animals and asked a series of questions about them. The results indicate that pupils of all ages mainly recognize and use anatomical features when naming the animals and explaining why they are what they are. However, older pupils are more likely to also use behavioural and habitat attributes. For both girls and boys, the home and direct observation are more important as sources of knowledge than school or books, although books seem more important for boys than for girls. As pupils age, their reasons for grouping animals become more complicated: in addition to relying on shared anatomical features, they begin to show evidence of an embedded taxonomic knowledge, knowing, for instance, what a mammal is and using this knowledge to group animals.     

Children’s Attitudes toward Cats on St. Kitts,West Indies

Little is known of the attitudes of Caribbean people toward freeroaming and pet cats, so we conducted a questionnaire survey of primaryschool children aged 5 to 13 years (n = 417, 206 girls and 209 boys, while two questionnaires did not indicate gender) in 23 schools around St. Kitts. Over 50% reported they owned or had owned a cat, and ownership was associated with feelings of happiness and comfort. Children reported 511 reasons for liking cats compared with 433 reasons for disliking them. They liked cats mainly for behavioral reasons (58%), such as cats being playful and providing companionship, and aesthetic reasons (47%), such as cats being colorful and beautiful. Children only infrequently reported liking cats for practical reasons (14%), such as removing vermin. Eighty-four percent of cat owners reported purchasing special food for their cats, and 96% provided water. Over 60% of non-cat owners provided water for free-roaming cats. Most school children (43%) thought there were too many cats on St. Kitts, while only 28% thought this was not the case. The children principally owned cats because they loved animals (43%) and cats controlled vermin (28%). Seventy-two percent of children thought there were too many rodents on St. Kitts. Most children (61%) were aware that cats were associated with human diseases but were principally afraid of cats because of the possibility of being bitten or scratched (54%). In summary, our study shows that primary-school children on St. Kitts mostly have positive attitudes toward free-roaming cats and are concerned for cats’ wellbeing. Although important in their own right, children’s attitudes often reflect those of their families and so our findings could facilitate decisionmaking on cat welfare issues in the region.     

Attitudes toward Animals among German Children and Adolescents

ABSTRACT

This is the first study about attitudes toward animals among German children and adolescents. A sample of 543 pupils (261 boys, 282 girls) aged 11 to 17 (mean age = 13.37 ± 2.01 years) completed a questionnaire based on different established scales, for example, the Animal Attitude Scale (AAS) and the Intermediate Attitude Scale (IAS). Several aspects of attitudes toward animals and various dimensions of human–animal relationships were measured, including gender, age, grade, pet ownership, animal-related activities, meat consumption, and fear of and disgust toward animals. Gender and age were important factors in determining attitudes toward animals: pro-animal attitudes decreased with age and girls showed more positive attitudes compared with boys. Pet ownership and animal-related activities were associated with more positive attitudes toward animals, whilst meat consumption was related to lower pro-animal attitudes. There were no correlations between fear and general attitudes toward animals. The correlations between disgust and attitudes toward animals were weak. We found significant correlations among the different scales and subscales in animal attitudes.     

Attitudes toward Animals among Kindergarten Children: Species Preferences

ABSTRACT

Attitudes toward animals are influenced by both animal traits (e.g., similarity to humans, aesthetic quality, size) and individual human attributes (e.g., gender, age, educational level, cultural factors). Although the examination of children's interest in animals, and their preference for different species, may evidence specific trends and help explain the development of attitudes, the vast majority of research has not considered children younger than 6 years. The present study was aimed at assessing preferences for a variety of animal species in a sample of 3–6 year-old Italian children, using a forced-choice task and visual aids (images of the animals). Pictures of 48 animal species, ranging from mammals to invertebrates, were presented to the children. Two photographic stimuli were simultaneously displayed and participants were asked to indicate their preference. Results show that the children preferred higher-order species, and domestic over wild animals. Apart from a few exceptions, invertebrates were the most disliked group of species among the children. Girls showed more negative and fear-related attitudes than the boys. Results are discussed taking into account different factors that may affect children's preferences for various animal species, that is, similarity to humans and aesthetical appeal. Greater knowledge on early attitudes toward animals has implications for promoting interest in animals and for building educational interventions for kindergarten children. This is particularly important in light of the growing use of different animals in educational and therapeutic contexts, as well as from an animal welfare perspective.     

There is more to the dissection of a pig's heart

In order to name and classify a plant they see, children use their existing mental models to provide the plant with a name and classification. In this study pupils of a range of ages (5, 8, 10, and 14 years old) were presented with preserved specimens of six different plants (strictly, five plants and a fungus) and asked a series of questions about them. Their responses indicate that pupils of all ages mainly recognise and use anatomical features when naming the plants and explaining why they are what they are. However, older pupils are more likely to also use habitat features. For both girls and boys, the home and direct observation are more important sources of knowledge than school, TV, videos, CD-Roms, or books, although TV, videos, CD-Roms, and books seem more important for boys than for girls. As pupils age, their reasons for grouping plants become more complicated: in addition to relying on shared anatomical and habitat features, they begin to show evidence of a knowledge of taxonomy and use this knowledge to group plants.     

Children’s Opinions about Zoos: A Study of Portuguese and Spanish Pupils

In this study, we analyzed the opinions of primary-school children from Portugal and Spain about zoos. The sample consisted of 560 pupils, mean age 11.38 years and in the 6th grade of schooling. For the purpose of this study, a two-part questionnaire was designed. In the first part, children were asked to name up to three positive and negative aspects of these institutions. Special attention was given to aspects related to animal welfare. In the second part, they had to express their opinion about 18 statements relating to different perspectives toward zoos: six were anthropocentric statements (in favor of zoos), six were biocentric (against zoos), and six ecocentric (partially supporting their existence). The results were analyzed for the whole sample but also according to the children’s country, gender, and type of visit (with school or exclusively with parents and relatives). Children tended to highlight the facilities and the amusements on offer, but the contact with animals and the way animals are treated were also in evidence. On the whole, the children supported the existence of zoos, and disagreed more often with the biocentric statements. Even so, the Spanish children, as compared with the Portuguese, were more in agreement with the biocentric perspective. However, children who went to zoos in a formal context (school visit) tended to be more anthropocentric than the ones who went with family/relatives. This tendency may be related to the fact that school contents tend to highlight the educational and conservationist roles of zoos and focus less on the controversial dimension associated with these places. But this tendency needs further research.     

Animal-Related Activities and Appreciation of Animals Among Children and Adolescents

ABSTRACT

Five hundred and sixty-two children and adolescents, aged between nine and 15 years, from one urban and three rural areas in Southern Norway, completed a questionnaire in which they expressed their degree of preference for various animal species, participation in animal-related activities, and the presence of pets at home. The results showed that a majority of the respondents had an animal at home (71%), and participated in animal-related activities such as fishing (72%), feeding birds (74%), and reading about animals (66%). Participation in most animal-related activities decreased with increasing age. Pet owners liked farm and wild animals more than did respondents without pets. Positive associations were found between the liking of animal species and participation in animal-related activities. Gender differences were largest for horseback riding (girls most) and for fishing and hunting (boys most). Those who reported allergic reactions to animals, or had been injured by an animal, liked animals as much as, or more than, did the other respondents.     

The Relationship between Childhood Cruelty to Animals and Psychological Adjustment: A Malaysian Study

ABSTRACT

In Western research, cruelty to animals in childhood has been associated with comorbid conduct problems and with interpersonal violence in later life. However, there is little understanding of the etiology of cruelty to animals, and what in the child's life may require attention if the chain linking animal cruelty and later violence is to be broken. The study reported in this paper investigated the association between parent-reported cruelty to animals, and parent- and self-reported psychological strengths and weaknesses in a sample of 379 elementary school children in an Eastern context, Malaysia. No gender differences were found in relation to cruelty to animals or psychological problems, as assessed with the Strengths and Difficulties Questionnaire (SDQ). However, there were different predictors of cruelty to animals for boys and girls. Regression analyses found that for boys, parent-reported hyperactivity was a unique predictor of Malicious and Total Cruelty to animals. For girls, self-reported conduct problems was a unique predictor of Typical Cruelty to animals. Parent-reported total difficulties were associated with Typical, Malicious, and Total Cruelty to animals. We suggest that routine screening of children with an instrument such as the SDQ may help to detect those children who may need to undergo further assessment and perhaps intervention to break the chain linking childhood cruelty to animals and later conduct problems.     

Children’s ideas about the internal structure of trees: cross-age studies

Trees are important to the environment owing to their ecological services. However, many aspects of their form and function are poorly understood by the public. From their earliest years, children have an elementary knowledge about plants which they gain from their everyday observations, their parents and other people and from their kindergarten and primary schooling. The goal of this research was to investigate Polish children’s understanding of trees’ internal structure. This cross-age study involved 5-year-old children from kindergarten (n = 57, 26 boys and 31 girls) and 7-year-old children (n = 105, 57 boys and 48 girls) and 10-year-old children (83 children, 36 boys and 47 girls) from primary school. Participants were asked to draw the internal structure of a tree. The results of the study showed that there were some significant differences in the responses between age groups and between the genders. Nevertheless, there were some ideas that were shared among all age groups indicating that they might be resistant to change. The study also identified some alternative conceptions about the internal structure of plants and the influence of the media on children’s ideas.     

Evaluating the Impact of a Humane Education Summer-Camp Program on School-Aged Children's Relationships with Companion Animals

ABSTRACT

This study evaluated the impact of children's participation in a five-day humane education summer-camp program on the quality of their relationships with and treatment of companion animals. We measured changes from pre- to post-program in 77 children (50 girls, 27 boys) aged 6–12 years. The program promoted positive interactions between children and animals in natural settings, with a focus on either companion animals or farm/forest animals. The Companion Animal Bonding Scale, the Pet Friendship Scale, the Comfort from Companion Animal Scale, the Children's Treatment of Animal Questionnaire, and a drawing task were administered to children prior to the beginning of the camp on day one and again at the end of day five. Overall, the results showed that after five days of humane education in summer camp, children reported sharing significantly closer bonds and friendships with their companion animals. These results were more pronounced for girls versus boys, among younger (aged 6 to 8 years) versus older (aged 9 to 12 years) children, and among children receiving the companion-animal versus farm/forest-animal curriculum. Older boys reported significantly lower scores on the humane treatment of their companion animals, compared with younger boys, and both older and younger girls. Comparisons by type of curriculum also suggested that the humane education curriculum that focused on farm/forest animals resonated more with the girls versus the boys. The implications for camp- and classroom- based humane education programs are discussed.     

Social and Individual Components of Animal Contact in Preschool Children

ABSTRACT

Humans are generally biophilic. Still, for unknown reasons, interest in animals varies substantially among individuals. Our goal was to investigate how differential interest of children towards animals might be related to social competence and personality. We proposed two alternatives: 1) Children may compensate for potential deficits in social competence by resorting to animals, and 2) Socially well-connected children may show a particular interest in animals. We focused on relationships between age, gender, family background, play behavior, personality components, and contact with rabbits in 50 children (22 boys/28 girls; 3 to 7 years of age) at a preschool in Krems/Austria. Data were analyzed using GLM. We found that each one of these variables had significant impact on intensity of engagement with the rabbits. In general, girls, children with siblings, and children without pets were more oriented towards the rabbits than were boys, children without siblings, or pet-owning children. The older the children, the less frequently they occupied themselves with the rabbits but the longer they remained when they did engage them. Furthermore, we found that the more “Confident/Respected” (PCA factor 1) and less “Patient/Calm,” “Cheerful/Sociable,” and “Solitary” (PCA factors 2–4) the children, the more time they spent in direct occupation with rabbits. Most effects of the investigated variables varied between boys and girls. By and large, our findings support the hypothesis that the “socially competent” children were particularly interested in the animals. Also, children's social styles, as evinced in interactions with peers, were generally reflected in how they interacted with the rabbits.     

Food consumption, activity, and overweight among elementary school children in an Appalachian Kentucky community

In the U.S., child overweight is on the rise and is implicated in later adult chronic illness. Given that overweight is hardly tractable, prevention as compared to treatment is seen as a better alternative for lowering the risk of long-term health consequences. To increase the success of prevention efforts, many argue that programs must be "culturally sensitive and targeted toward specific populations at greater risk. However, there exists a limited understanding of how overweight is distributed across the landscape, among and within populations and groups. This paper reports the prevalence of overweight among 54 school children in a rural, Appalachian community with a high rate of poverty, and it compares boys to girls. Thirty-seven percent of boys and 10.3% of girls are overweight, based on the 90th percentile body mass index (BMI). Analysis of food intake indicates a pattern of food consumption that is high in fatty and sugary foods and low in fruit and vegetable consumption. Analysis of activity indicates that children report more low-intensity activity than high; that overweight children report more episodes of video/computer play compared to nonoverweight children; and that boys spend more time than girls in front of the computer/television screen.     

Abstracts

Abstract

This study examines the effects of gender in conjunction with age, pet ownership, and sibling status on children's ideas about domestic animal young (puppies and kittens) and how they are nurtured. A theoretical model accounting for gender differences in the development of nurturance in children is presented. The model argues that children may develop knowledge about nurture from many sources, including animals, and that gender differences are most likely when behavior (versus knowledge) and baby care (versus animal care) are assessed. Ideas about animal young and animal caregiving of their young were individually assessed in structured interviews with 43 preschoolers and 42 second graders. Boys' ideas increased with age, while that of girls did not. Having a younger sibling was associated with more knowledge in boys but not in girls. Children with pets had more ideas about how adult animals cared for their young than did non-pet owners.     

Emotion makes a difference: Induced sadness reduces preschool boys' sharing behavior

This study investigated how external negative emotional stimuli influenced 5–6-year-old children's (N?=?98) sharing behavior. Children were asked to watch a video that induced either sad or neutral emotion and then share stickers simultaneously with poor and wealthy recipients. Compared to the neutral emotion condition, boys shared less, and offered more self-focused reasons for sharing after being induced sad emotions; girls however, shared equally, and provided self-focused and other-focused reasons equally in both emotional conditions. Results indicated that sadness increased children's tendency to defend their own interest in boys but not in girls, which supports the evolutionary “male warrior hypothesis”. In addition, although children indicated that they liked the wealthy recipient better than the poor one, they shared equally between the two recipients, suggesting an early development of equality concern and charity behavior (i.e., care for the disadvantaged individuals). These findings revealed gender differences in the socio-affective processes underlying children's resource allocation and added developmental evidence for the adaptive function of negative emotions.     

Physical activity levels of normal-weight and overweight girls and boys during primary school recess

Objective: This study aimed to compare moderate‐to‐vigorous physical activity (MVPA) and vigorous physical activity (VPA) in normal‐weight and overweight boys and girls during school recess. Research Methods and Procedures: Four hundred twenty children, age 6 to 10 years, were randomly selected from 25 schools in England. Three hundred seventy‐seven children completed the study. BMI was calculated from height and weight measurements, and heart rate reserve thresholds of 50% and 75% reflected children's engagement in MVPA and VPA, respectively. Results: There was a significant main effect for sex and a significant interaction between BMI category and sex for the percent of recess time spent in MVPA and VPA. Normal‐weight girls were the least active group, compared with overweight boys and girls who were equally active. Fifty‐one boys and 24 girls of normal weight achieved the 40% threshold; of these, 30 boys and 10 girls exceeded 50% of recess time in MVPA. Eighteen overweight boys and 22 overweight girls exceeded the 40% threshold, whereas 8 boys and 8 girls exceeded the 50% threshold. Discussion: Overweight boys were significantly less active than their normal‐weight male counterparts; this difference did not hold true for girls. Even though nearly double the number of normal‐weight children achieved the 40% of MVPA during recess compared with overweight children, physical activity promotion in school playgrounds needs to be targeted not only at overweight but at other health parameters, as 40 overweight children met the 40% MVPA target proposed for recess.     

Elevated blood pressure in school children and adolescents--prevalence and associated risk factors

Elevated blood pressure (BP) in children and adolescents is determined on normative distribution of BP in healthy children. The aim of this study was to determine prevalence of high normal and elevated BP among school children and to assess associated risk factors. The study comprised 965 children (48.7% girls) in 8th grade of primary school. Data were obtained from questionnaire and anthropometric measurements. The prevalence of high normal BP was 28.5% in girls, 36.8% in boys, and elevated BP 7.9% in girls and 5.3% in boys. Overweight was present in 19.4% of girls and 9.3% boys with high normal, and 29.7% of girls and 30.8% boys with elevated BP. Hypertension in family history was the most common associated factor reported by boys and girls with high normal and elevated BP. Follow-up of children throughout school age makes possible taking of preventative measures and promotion of healthy life style.     

Health behaviours of school children in northwestern Poland in 2000

The 3568 final class primary school in northwestern Poland were investigated between January and June 2000. The youths fulfilled the questionnaire concerned health behaviour issues. The 56% of school children do not drink milk daily, 68% do not eat raw vegetables, and 35% do not take any food at school. Every second boy and every fourth girl brushes his/her teeth too rarely. 23% of boys and 10% of girls smoke cigarettes. About 30% of boys and 20% of girls declare that it “happens” that they drink alcohol. 15% boys and 8% of girls report that they tried to use at least one of the psychoactive substances. Physical exercises are performed by 28% of boys and 36% of girls and 45% and 28% respectively watch TV four or more hours a day.     

Ethological analysis of children-parent interaction in outdoor play

Previous studies clarified more affinity toward fathers by boys and toward mothers by girls (FB&MG tendency) in indoor play interactions between infants (a few years old) and parents of Western countries. In the present study, behavioral interactions by Japanese parents and children including infants and elementary school pupils were examined in a naturalisitic outdoor park. The results indicated that the FB&MG tendency is also seen in infants of a non-Western country (Japan), in outdoor play interaction, and in older children. The meaning of the FB&MG tendency was discussed based on the results of the present study and the related previous ones.     

游泳训练对儿童最大有氧活动能力的影响

本文利用步行机对９１名８－１１岁男女儿童进行最大有氧活动能力的测试,其中训练组４２人选自北京市海滨区业余游泳队的儿童,对照组４９人（男２４人,女２５人）选自与训练组儿童条件相近的普通学校学生。观察９个月的游泳训练对儿童有氧活动能力的影响。研究结果表明,训练组儿童的身高,体重,瘦体重和肺活量在观察前及观察后的两次测试中均高于对照组。观察期间形态指标的增长值和两组值在两组间大都无明显差别,表明两组儿童     

Impact of war on growth patterns in school children in Croatia

The objective of this paper is to present the growth patterns of school children in Osijek--the city which was exposed to severe attacks during the aggression on Croatia. The mean height and weight of Osijek schoolchildren aged 7 to 18 and the menarcheal age in girls in academic year 1995/96 were compared to the analogous data collected in 1980/81. The secular changes in height were heterogeneous. In older age groups from 12 in girls and 13 in boys, the mean height in 1995/96 increased markedly, whereas from 9 to 11 or 12, changes were undulating. In the youngest groups--at the age of 7 in both genders, and at 8 in boys, negative changes were observed. Markedly smaller height in this cohort was still pronounced in 1999/2000 when these children reached the age of 11. However, one year later (2000/01), at the age of 12, boys and girls caught up with their peers in the previous generations. These children during the war were approximately at the age of 2.5 to 4, a period when growth patterns are highly sensitive to adverse environmental influences. It might be possible that the emotional stress caused by a change of environment and separation from home, contributed to the deceleration of growth rate, i.e. the smaller height in a large part of childhood.