Promoting Young Children’s Social-Emotional Development through Animal Interaction: A Case Study based on Bandura’s Social Learning Theory

Abstract

This study explores the social-emotional development of young children through animal interaction in an early childhood educational context. Drawing on a case study conducted during a farm visit, the research observed a group of 4–5-year-old children, with a particular focus on one focal child’s behaviours and peer interactions. Data were collected through direct observation and written documentation and analysed with Bandura’s Social Learning Theory as the theoretical framework. The findings indicate that children’s social-emotional development was supported through processes of observation, imitation, guided participation, and peer modelling. Interactions with rabbits and lambs provided opportunities for children to demonstrate empathy, emotional expression, cooperation, and responsive social behaviour. Teacher instruction and positive reinforcement further strengthened children’s engagement and learning. The study also identifies challenges related to differences in children’s comfort levels and engagement with animals and proposes role-play and structured follow-up activities as strategies to extend learning. The paper argues that animal-based learning experiences, when intentionally planned and scaffolded, can make a meaningful contribution to young children’s social-emotional development in early childhood settings.