Citation

Arai S, Ohtani N, Ohta M. J. Vet. Med. Sci. 2011; 73(6): 747-752.

Affiliation

Department of Animal Science and Biotechnology, Azabu University Graduate School of Veterinary Science.

Copyright

(Copyright © 2011, Japanese Society of Veterinary Science, Publisher Maruzen Publishing)

DOI

unavailable

PMID

21289472

Abstract

Much attention has been given to the role that dogs play in the social, physical, and psychological development of children. Furthermore, dogs are now playing a new important role in animal-assisted education (AAE). However, some dogs have difficulty getting along with children. The aim of this study was to demonstrate how dogs' contact with children during and after their socialization period influenced their responses toward children. In total, 31 pet dogs were divided into three groups. Group 1 dogs had been in contact with children during the canine socialization period (between 3 and 12 weeks of age); Group 2 dogs had been in contact with children after this socialization period; Group 3 dogs seldom had contact with children. As soon as a child entered the room, the dog was presented three stimuli by the child over the course of several intervals. The dogs' responses were evaluated by analyzing behavior and heart rates. The dogs that had been in contact with children during their socialization period did not show aggressive behavior or excited behavior toward the child in our test. Moreover, their heart rates were significantly decreased even during the last stimulus, which involved the child running around the dog while calling its name. This study suggested that the dogs having contact with children during socialization period might not show inappropriate responses toward children and could be suitable for taking part in AAE.

Language: en