{"id":{"repo_id":"liverpool-jm","oai_identifier":"oai:researchonline.ljmu.ac.uk:4494"},"canonical_url":"https://search.dev.ndltd.org/etd/liverpool-jm/oai:researchonline.ljmu.ac.uk:4494","repository":{"repo_id":"liverpool-jm","name":"Liverpool Jon Moores University","base_url":"https://researchonline.ljmu.ac.uk/cgi/oai2"},"display":{"title":"ANTHROZOOLOGY IN EARLY CHILDHOOD EDUCATION: A MULTIPHASE MIXED METHODS STUDY OF ANIMAL-RELATED EDUCATION IN EARLY CHILDHOOD","abstract":"This study is about the features of educational experience in early childhood linked to animals, with a particular emphasis on the role and perspectives of early education practitioners (EEPs) in England. It includes a consideration of the influences of the earlier scholars and philosophers and a shift in pedagogy and methods for young children’s education; about animals, with animals and ‘as nature’. The study ‘maps’ the status of animal-related education in early childhood and it notes a decline in animal-assisted learning which has occurred as an outcome of particular political activities, legislation, and other factors. The research is both exploratory and confirmatory and utilised a mixed methods bricolage as a methodology, method and philosophy. There are three phases of research; an evaluation of the status of animal-assisted and animal-related learning in early childhood education, an inquiry into the attitudes and perspectives of early education practitioners and the development and piloting of a framework to support early education practitioners for animal-related education. The action-oriented final phase includes the piloting of an ‘Animal Aware School’ scheme and a number of dissemination activities and these are evaluated. An outcome of the research is the identification of the association between animal-related education and the global agenda for a Sustainable Future (SF) and the emergence of the notion of ‘noticing animals’. The findings of this thesis make an original contribution to knowledge in the field in three ways; 1) There has been a collection of new data – predominantly the perspectives of early education practitioners about animal-related education in early childhood – and a first systematic review of relevant texts and discourse, 2) This is a first inquiry at the intersection of the anthrozoology, early childhood education and psychology fields of study about animal-related education in early childhood, and 3) There has been the creation of a new term ‘Early Childhood Educational Anthrozoology’ which has not been in usage before and will help with future discourse.","abstract_html":"This study is about the features of educational experience in early childhood linked to animals, with a particular emphasis on the role and perspectives of early education practitioners (EEPs) in England. It includes a consideration of the influences of the earlier scholars and philosophers and a shift in pedagogy and methods for young children’s education; about animals, with animals and ‘as nature’. The study ‘maps’ the status of animal-related education in early childhood and it notes a decline in animal-assisted learning which has occurred as an outcome of particular political activities, legislation, and other factors. The research is both exploratory and confirmatory and utilised a mixed methods bricolage as a methodology, method and philosophy. There are three phases of research; an evaluation of the status of animal-assisted and animal-related learning in early childhood education, an inquiry into the attitudes and perspectives of early education practitioners and the development and piloting of a framework to support early education practitioners for animal-related education. The action-oriented final phase includes the piloting of an ‘Animal Aware School’ scheme and a number of dissemination activities and these are evaluated. An outcome of the research is the identification of the association between animal-related education and the global agenda for a Sustainable Future (SF) and the emergence of the notion of ‘noticing animals’. The findings of this thesis make an original contribution to knowledge in the field in three ways; 1) There has been a collection of new data – predominantly the perspectives of early education practitioners about animal-related education in early childhood – and a first systematic review of relevant texts and discourse, 2) This is a first inquiry at the intersection of the anthrozoology, early childhood education and psychology fields of study about animal-related education in early childhood, and 3) There has been the creation of a new term ‘Early Childhood Educational Anthrozoology’ which has not been in usage before and will help with future discourse.","abstract_has_math":false,"creators":["Gallard, D"],"institution":"Liverpool John Moores University","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Hennessy, Claire","McIlroy, David","Smears, Elizabeth"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015","date_published":"2015","updated_at":"2026-07-24T06:30:00Z","subjects":["LB1501 Primary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.24377/LJMU.t.00004494","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hennessy, Claire","McIlroy, David","Smears, Elizabeth"]},{"key":"dc:creator","label":"Author","values":["Gallard, D"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015"]},{"key":"dc:date.issued","label":"Date","values":["2015"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Education","Faculty of Education, Health and Community"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Liverpool John Moores University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://researchonline.ljmu.ac.uk/id/eprint/4494/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LB1501 Primary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["10.24377/LJMU.t.00004494"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://researchonline.ljmu.ac.uk/id/eprint/4494/2/158106_2015-Gallard-PhD-with%20placeholders.pdf","https://researchonline.ljmu.ac.uk/id/eprint/4494/1/158107_2015-Gallard-PhD-full%20version.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study is about the features of educational experience in early childhood linked to animals, with a particular emphasis on the role and perspectives of early education practitioners (EEPs) in England. It includes a consideration of the influences of the earlier scholars and philosophers and a shift in pedagogy and methods for young children’s education; about animals, with animals and ‘as nature’. The study ‘maps’ the status of animal-related education in early childhood and it notes a decline in animal-assisted learning which has occurred as an outcome of particular political activities, legislation, and other factors. The research is both exploratory and confirmatory and utilised a mixed methods bricolage as a methodology, method and philosophy. There are three phases of research; an evaluation of the status of animal-assisted and animal-related learning in early childhood education, an inquiry into the attitudes and perspectives of early education practitioners and the development and piloting of a framework to support early education practitioners for animal-related education. The action-oriented final phase includes the piloting of an ‘Animal Aware School’ scheme and a number of dissemination activities and these are evaluated. An outcome of the research is the identification of the association between animal-related education and the global agenda for a Sustainable Future (SF) and the emergence of the notion of ‘noticing animals’. The findings of this thesis make an original contribution to knowledge in the field in three ways; 1) There has been a collection of new data – predominantly the perspectives of early education practitioners about animal-related education in early childhood – and a first systematic review of relevant texts and discourse, 2) This is a first inquiry at the intersection of the anthrozoology, early childhood education and psychology fields of study about animal-related education in early childhood, and 3) There has been the creation of a new term ‘Early Childhood Educational Anthrozoology’ which has not been in usage before and will help with future discourse."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["ANTHROZOOLOGY IN EARLY CHILDHOOD EDUCATION: A MULTIPHASE MIXED METHODS STUDY OF ANIMAL-RELATED EDUCATION IN EARLY CHILDHOOD"]}]}],"canonical_facts":{"dc:contributor":["Hennessy, Claire","McIlroy, David","Smears, Elizabeth"],"dc:creator":["Gallard, D"],"dc:date":["2015"],"dc:date.issued":["2015"],"dc:description.abstract":["This study is about the features of educational experience in early childhood linked to animals, with a particular emphasis on the role and perspectives of early education practitioners (EEPs) in England. It includes a consideration of the influences of the earlier scholars and philosophers and a shift in pedagogy and methods for young children’s education; about animals, with animals and ‘as nature’. The study ‘maps’ the status of animal-related education in early childhood and it notes a decline in animal-assisted learning which has occurred as an outcome of particular political activities, legislation, and other factors. The research is both exploratory and confirmatory and utilised a mixed methods bricolage as a methodology, method and philosophy. There are three phases of research; an evaluation of the status of animal-assisted and animal-related learning in early childhood education, an inquiry into the attitudes and perspectives of early education practitioners and the development and piloting of a framework to support early education practitioners for animal-related education. The action-oriented final phase includes the piloting of an ‘Animal Aware School’ scheme and a number of dissemination activities and these are evaluated. An outcome of the research is the identification of the association between animal-related education and the global agenda for a Sustainable Future (SF) and the emergence of the notion of ‘noticing animals’. The findings of this thesis make an original contribution to knowledge in the field in three ways; 1) There has been a collection of new data – predominantly the perspectives of early education practitioners about animal-related education in early childhood – and a first systematic review of relevant texts and discourse, 2) This is a first inquiry at the intersection of the anthrozoology, early childhood education and psychology fields of study about animal-related education in early childhood, and 3) There has been the creation of a new term ‘Early Childhood Educational Anthrozoology’ which has not been in usage before and will help with future discourse."],"dc:format":["text"],"dc:identifier.doi":["10.24377/LJMU.t.00004494"],"dc:identifier.uri":["https://researchonline.ljmu.ac.uk/id/eprint/4494/2/158106_2015-Gallard-PhD-with%20placeholders.pdf","https://researchonline.ljmu.ac.uk/id/eprint/4494/1/158107_2015-Gallard-PhD-full%20version.pdf"],"dc:publisher.department":["Education","Faculty of Education, Health and Community"],"dc:publisher.institution":["Liverpool John Moores University"],"dc:relation.isreferencedby":["https://researchonline.ljmu.ac.uk/id/eprint/4494/"],"dc:subject":["LB1501 Primary Education"],"dc:title":["ANTHROZOOLOGY IN EARLY CHILDHOOD EDUCATION: A MULTIPHASE MIXED METHODS STUDY OF ANIMAL-RELATED EDUCATION IN EARLY CHILDHOOD"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T06:30:00Z"}