Animals
Observing animals alongside adults provides opportunities for learning through discussion and for developing vocabulary and language skills. Here is a chance to talk about habitats and ecosystems, about farming practices (good and not so good) and the importance of looking aſter the environment around us and the creatures that inhabit it. But animal encounters do not just
provide opportunities for learning about animal life. Spending time around animals is a wonderful opportunity to develop children’s social and emotional skills. Around animals, children learn about
kindness and trust. Tey can learn (with adult support) to consider safety and manage risks. For little children, who are used to being the ones who are taken care of, being around animals helps them to put what they have learned about caring for others into practice – through feeding, playing or just a kind word to a favourite beastie. Meeting new animal friends also
helps children’s imaginations to grow. Te funny characters they encounter, be it shy sheep or thoughtful cows, inspire their play and their stories. While children love to hear tales of animal adventures, such as the ‘Sheep-Pig’, what child can resist the chance to create stories and imaginary worlds based on the real animals they have got to know? Psychologists have long understood
the emotional benefits of time spent
www.jimmysfarm.com
with animals. People who need more intensive support, following bereavement or trauma, or with mental health challenges, might be helped to access (aſter medical advice) animal-assisted therapy. However, we psychologists
understand that being around animals is good for us all. Animals do not judge us, they take us for what we are, warts and all. In a world of pressure and change, children can benefit hugely from their calm and engaging presence. We live increasingly in a world
of screen-based entertainment and communication, and it can be a struggle to encourage our children, especially older children, to get out in the open air, which we know matters to their physical and mental health. But given the promise of seeing a
new-born lamb, hunting for creepy crawlies in a rotting log, or dipping deep into a pond to find a wealth of aquatic life, even the most reluctant kid might be persuaded to look up from their screen and see the fascinating characters nature has to offer.
Kathleen works with children aged 2-16, their schools and families across Essex and Suffolk to help them achieve their potential using child-centred and evidence-based psychological assessment and consultation. For further information, see
www.honeybee-psychology.co.uk
32
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68
