Researching Child-Dog Relationships and Narratives in the Classroom: Rhythms of Posthuman Childhoods

Donna Carlyle*

*Corresponding author for this work

Research output: Book/ReportBookpeer-review


This interdisciplinary book explores posthuman and psychological approaches to childhood education and well-being by examining ‘animal-assisted’ education, using qualitative approaches to understand the nuanced mechanisms which unfold in child-dog interactions.

Mapping the lives of children in a primary school setting and the relationships they share with their school and classroom dog, Ted, the book provides insight into everyday child-dog encounters, the importance of touch in middle childhood and how ‘bodiment’ offers a corporeal and compassionate means to understand the rhythm and musicality in interspecies communication. In doing so, the book uses the unique orientation of ‘rhythmanalysis’, a posthuman critical theory, and new materialist orientation in multispecies empathic childhood flourishing in the future. Reflecting contemporary interest in child-dog companionship, picture books, children’s flourishing, and children’s well-being, the book provides a nuanced multi-disciplinary overview of the field.

Using creative methods as well as spatial, sensory, and movement theory, this book will appeal to scholars, researchers, and academics in the fields of cognitive psychology, child and adolescent psychiatry, and primary and elementary education. Those interested in the early years will also benefit from this volume.

Original languageEnglish
Place of PublicationLondon
PublisherTaylor & Francis
Number of pages202
ISBN (Electronic)9781003367437
ISBN (Print)9781032434247
Publication statusPublished - 13 Feb 2024

Publication series

NameExplorations in Developmental Psychology

Cite this