Why the Wild Things Are: Animals in the Lives of Children

By G. F. Melson. 2001

336 citations recorded by the source corpus.

Subfields: Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c4c4291684274cc19d5a7806dcb1787ef6659310

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Citations in the corpus

‘Queen of the world’: experiences of ‘at-risk’ young people participating in equine-assisted learning/therapy (2011, background): “Some of the AAT literature talks of how children are perhaps able to display and feel attachments and, in turn, empathy for animals where they may not have been able to towards humans due to difficulties in relationships in childhood (Melson, 2001; Poresky, 1990).”
'Staying with the trouble' in child-insect-educator common worlds (2017, background): “Pets are introduced to teach children biological concepts and facts, such as animal cycles, habitats, feeding, and reproductive behaviours (Melson 2001).”
Future Directions in Human-Animal Bond Research (2003, background): “Such is the case with young children (Davis, 1985; Levinson, 1964, 1969; Melson, 2001; Melson, Schwarz, & Beck, 1997).”
‘A dog who I know quite well’: everyday relationships between children and animals (2011, background): “Beck and Katcher 1996 , Sussman 1996/1985 , Serpell 1999 , Melson 2001 ).”
The Distinction between Humans and Nature: Human Perceptions of Connectedness to Nature and Elements of the Natural and Unnatural (2008, background): “As Vining (2003) and others (e.g. Melson 2001; Winter 1996; Winter and Koger 2004) noted, the affection for pets and gardening may also reflect a yearning for a closer relationship with nature and the natural.”
Hardware companions?: what online AIBO discussion forums reveal about the human-robotic relationship (2003, background): “Why might this proposition be interesting? For one thing, the human-animal bond is an important one in the human psyche [2, 13, 18].”
Robotic pets in the lives of preschool children (2004, background): “For example, Reeves and Nass (1996) found that adults respond to a computer’s “gender” along stereotypical lines (e.”
People and Companion Animals: It Takes Two to Tango (2016, background): “Children with companion animals often develop improved empathy, self-esteem, and social participation (Melson 2001).”
The value of a dog in a classroom of children with severe emotional disorders (2006, background): “…of this within-site case study, two broad-based conclusions were drawn that are consistent with the literature on the therapeutic value of pets to children (Levinson 1968; Mallon 1994; Zasloff, Hart and DeArmond 1999; Anderson & Olson Anthrozoös, 19(1) – 2006 47 Rud and Beck 2000; Melson 2001).”
What a Dog Can Do: Children with Autism and Therapy Dogs in Social Interaction (2010, background): “…it expands the notion of sociality to include human beings with and without developmental disorders (see also Ochs and Solomon 2004, this issue; and Ochs et al. 2005), and suggests that sociality is not a quality of an individual but a capacity realized through certain kinds of social interaction.”
Robotic Pets in Human Lives: Implications for the Human–Animal Bond and for Human Relationships with Personified Technologies (2009, background): “With respect to gender differences, in studies of the human–companion animal bond and of attitudes toward nature and animals more generally, differences between males and females are neither systematic nor large (Beck & Katcher, 1996; Kahn, 1999; Melson, 2001).”
Teachers' experiences with humane education and animals in the elementary classroom: implications for empathy development (2010, background): “In Why the wild things are, child development expert Gail Melson (2001) discusses the way in which images, stories and ideas of animals dominate childhood.”
Child Development and the Human-Companion Animal Bond (2003, background): “Considerable evidence documents that companion animals are important affective ties that many children rank among their most intimate (Melson, 2001).”