Connecting Animals and Children in Early Childhood by Patty Born Selly (review)

Patty Born Selly has written a wonderful, easy-to-read book full of useful information for teachers, parents, and others working with young children about bringing animals and children together. It’s directed at a non-university academic level so that people in almost any capacity, as well as the animals who may share their lives, can benefit from it.

The book begins with an introduction that, in my opinion, includes a very important side note (p. 4) on the language the author uses in referring to other animals. It is important because the language in the area of animals, and especially animal-human relations, is in flux and different disciplines tend to use different terms. Selly points out, “Words have meaning and power to influence our perceptions of animals” (p. 4). Thus she clarifies her use of the word animals rather than nonhuman or other animals noting that while humans are animals too, children do not make that connection. She also discusses the use of the term “‘companion animal” as well as zoo and nature center terminology. She finally notes that she is not taking “a stand” per se but clarifying her use of language and providing “food for thought.” While I really appreciated this clarification, the chapter would also have benefitted from her defining “early childhood,” as the term can include differing age spans. This gets a little unclear at times in this book.

Counting the introduction, the book is divided into six chapters as well as useful appendices that provide additional resources, such as a very good classroom companion animal care checklist, and references. The chapters include “Why Are Children So Interested in Animals, Anyway?”; “How Animal Interactions Support Children’s Development”; “Animals in Children’s Everyday Lives”; “Creating Authentic Experiences With Animals”; and “Animals in the Classroom.” These chapters are very readable and full of interesting and very useful information. For example, in Chapter 2, the author discusses the sensory stimulation that animals can provide children including touch, smell, and sound. Different animals present opportunities for many different sensory experiences. Selly also discusses the fact that animals are the same as humans in many ways while at the same time are different. In doing so she uses Myers’s framework from his book The Significance of Children and Animals, which states that animals are living beings since they have the characteristics of agency, affectivity, coherence, and continuity. She discusses one particular area of why children are interested in animals that really resonated with me—the “its all about me” discussion. While as an adult my relationship with animals is much more “give and take,” as a child my relationships with animals were all about me. While developmentally this would be expected, it can be both a benefit and a liability for animals. An example of this comes from Selly herself in a vignette she presents at the beginning of Chapter 3. In it she describes preschoolers reacting with excitement when a puppy is brought into a classroom for show and tell. She states that they quickly learn from the puppy’s responses that they may not pull its tail or grab its ears (p. 25). Unfortunately, there are also children who will be further stimulated by the puppy’s response and will laugh and continue to tease/torment the puppy.

In Chapter 4, “Animals in Children’s Everyday Lives,” Selly makes some very important points about adults modeling positive relationships with animals and observing their children’s interactions with animals to understand that relationship and its implications. This chapter also describes, among other things, how to plan appropriate field trips that can educate children about animals, including in our natural environment.

Despite all of its good points, I have to say I have very mixed feelings about this book. On the one hand it is very useful, has specific examples (see dramatic play, pp. 109–112), and expanded my knowledge...