Bridging the Gap Between Development and Humane Education

By: Nick Kohner, CHES, Donor Relations, Lollypop Farm

Hi there! Before we jump in, I just want to give a little context to this article. I’ve worked at Lollypop Farm for the past five years, first as our Humane Education Coordinator and currently as part of our donor relations team, where I’ve been the last year and a half. My hope in writing this is that it will give you some insights and helpful tips to better collaborate with the development team at your organization. Having worked in both departments, I’ve seen how siloed both can become as they work long hours and juggle various projects, but there are a lot of ways that we can work together. If you have any questions or want to hear more about specific strategies I mention, please feel free to reach out to me via email. It always brings me joy to support the great work that all of you amazing humane educators do!

Demystifying Development!

For every non-profit, generous support from our community is what makes our work possible. Whether your organization calls it development, advancement, or something else, most non-profits have at least one development officer whose primary focus is to make sure that money keeps coming in. It may sound simple, but that money often comes in through many different channels: major gift solicitation, corporate partnerships, grants, bequests, direct mail, email, and the list goes on. For all of these channels, there are two primary strategies (that you can help with!) that we use to “steward” these generous gifts: sharing impact and engaging donors. 

Sharing Impact. When it comes to our donors, it doesn’t matter whether someone is giving twenty dollars or twenty thousand. When they’re giving money to our cause, they want to know what that money is doing. Any way that we can SHOW the impact of their giving, whether through stories, tours, or events, will increase the likelihood that a donor will continue to give and to give generously. After all, who’s going to continue to invest in something when they never see any kind of return on their investment?

Engaging Donors. While many donors are perfectly happy to give their money and chat with their gift officer once a year, many other donors like to be more involved. This could mean coming in for tours, volunteering, shadowing programs, attending events and webinars, or really anything that engages them directly with the organization’s mission. To keep it simple, we engage donors to keep our organization top of mind, and we steward them to say thank you and keep them updated with the work they are supporting.

Here’s Where You Come In

Now that we’ve discussed engaging donors and sharing impact (and given you a tiny glimpse into what the heck those dev people even do all day), let’s get into some real-life strategies for humane education and development collaboration!

Invite Your Development Team and their Donors to Shadow Your Programs

A big part of any dev officer’s job is sharing impact with donors, and nothing beats seeing you and your team in action! Inviting new (and existing) development team members to shadow your program will give them a deeper understanding of your work and allow them to more easily communicate to donors how your programs are making an impact in the community. For donors who are passionate about education, an offer to shadow your programs could be just the thing to get the donor out to the shelter, or even better, make a gift. And even if the donor doesn’t make a gift right then and there, seeing your work will deepen their connection and build long-term investment in your mission. You might also find donors that want to volunteer with your programs or even fund special initiatives. Keep your dev team up to date with your programs, especially the high-impact, mission-based work that will get donors excited about what you’re doing! 

Nick teaching the No More Bullying! curriculum at Craig Hill Elementary in Rochester, NY. Photo courtesy of Kelley Hildmeyer.

Share Stats

If you’re not already, track everything that you are doing! Every classroom visited, every participant reached, every school field trip. Track it all! Stats are important for a lot of reasons, but they are also an invaluable tool for your dev team to share a snapshot of your team’s impact with a donor. In fact, most grant applications require concrete stats to even consider awarding the grant, so if you’re not tracking your impact, you could literally be leaving money on the table!

Grant Work

Speaking of that, let’s get into grants! With individual donors, feel-good stories and hands-on experiences are usually much more impactful, but grants are much more likely to be funded when you provide concrete stats and evidence. If you have someone at your organization who writes grants, the best way to partner with them is to provide them with program data, stories, curriculum details, outcomes, and a clear articulation of community needs. It may also be helpful to meet regularly to share goals, plans, and measurable impact. Measurable impact is critical for grant proposals and could include things like the number of students served, alignment with state education mandates, and pre- and post-program evaluation results. Basically, the more of these things you can provide, the easier it will be for your grant writer to craft persuasive proposals.

If your organization does NOT have a grant writer, it’s not really something that you’ll want to take on yourself. Trust me, you’re doing enough already! Instead, see if you can find a volunteer who would be willing to write grants. This could be a college intern who has interest in your organization, but your best bet is finding a volunteer who already has some grant writing experience. That may be easier said than done, but if you do find the right person, here’s how you can get them started. First, you’ll need to work together to start identifying some humane education grant opportunities. Research different foundations that fund youth development, social-emotional learning, violence prevention, animal welfare, or education. Databases like Foundation Directory Online are a great place to get started. You can also review the 990s of peer organizations to see who is funding similar programs there. And if you have a local community foundation, definitely start building a relationship with them! 

Share Stories

Let’s be honest—a lot of people, even our coworkers, don’t really understand the great work that humane educators do. Some of them may even think that humane education is just birthday parties with kittens. On the other hand, YOU see the impact of your work all the time. You see kids develop new ideas, change their perspectives, and practice vital skills like empathy and perspective-taking. 

In your day-to-day, keep an eye out for these highly impactful moments that could make for a great story, and share them with your dev team (preferable with a cute photo included!). Here’s a few examples: 

• You take a bearded dragon to meet a classroom of second graders. Most kids are very excited, but a few are scared of the strange animal. After seeing their classmates meet and learn about the lizard, the kids who were initially scared build the confidence to meet them and develop empathy and understanding for them.

• You have a long-time camper become a junior camp counselor and take on a special project to share their love of animals with the new campers.

• Your students make special enrichment items for a large group of animals that came in from a law enforcement seizure, turning their compassion into action. 

• An Eagle Scout makes an amazing project that helps the animals at your shelter.

• A young animal lover starts a lemonade stand to raise money for the animals at your shelter. 

Now, don’t worry about crafting the perfect story that is so well-worded and moving that a donor will decide to leave their entire estate to your organization. Just share the basic details and, if they’re interested in turning it into a donor story, your development team will follow up for more information and turn it into a moving story. 

Nick, his bearded dragon Rex, and a pair of Lollypop Farm summer campers. Photo courtesy of Lollypop Farm’s Facebook Page.

Share Pictures and Videos

Not every touchpoint a development officer shares is going to be a whole story! Simple things like an adoption poster or a cute picture of a kid reading to a cat make wonderful, easy touch points for donors. A brief summary or a quote from the student or parent is definitely an added plus if you have the time. Sending an email about upcoming programs to your email list? Don’t forget to CC in the dev team! They can share the great programs you’re doing and, let’s be real, a LOT of those donors have grandkids that would probably like to join in the fun.

Participants of Lollypop Farm’s Homeschool Heroes program and Diesel the dog. Photo courtesy of Lollypop Farm’s Facebook Page.

Incorporate Philanthropy into Your Programs

As non profits, philanthropy drives our life-saving work. Most kids in our programs have some experience with philanthropy through fundraisers at their school or church, but they don’t necessarily connect it with non-profit work. At Lollypop Farm, we’ve incorporated philanthropy into our camp programs in a few ways. 

When kids come to Lollypop Farm camp, a big part of the experience is hearing from various guest speakers throughout the week. Campers hear from different staff members about their job and how they help animals. When someone from the dev team speaks, most of the campers have no idea how much money it takes to run a shelter OR that professional fundraising is even a thing! Campers learn that donations are critical to everything that we do and we even discuss various fundraising ideas that they could try out at home. 

For artistically inclined kiddos, we’ve had them write and decorate donor thank you cards, and to no one’s surprise, donors LOVED them. For older campers, we’ve had them make promotional TikToks about specific animals or needs in the shelter. We’ve also had teachers have students practice their writing skills by writing letters to donors. This could be thank you letters, but a request for support is a great way to practice persuasive writing. If you have a development staff member who really likes kids, get them involved and work together to plan a fun philanthropy-focused activity! 

Presenting at Special Events

Another big part of fundraising is hosting special events for our donors. This includes appreciation events, fundraising events, and informational events. Informational events are important tools to share our work with donors and engage them with our mission. At Lollypop, we host “Insider Updates” twice a year, but many organizations have different names for these. They often focus on a specific facet of the organization’s mission, making education a perfect focus for one of these events. Our education department has presented at multiple development events, and donors are always surprised to hear how much great, impactful work they do. Our ed and dev teams have even collaborated to create special donor experiences that are basically just “aged up” versions of various camp activities. Simulation-type activities are great for this. For example, we ran this activity for our Legacy Society that simulates a day in the life of an admissions counselor. 

How Development Can Help YOU

Okay! Before we talk about funding, let me break down a few things. I’ll try to be brief, I promise!

First, let’s define “restricted” and “unrestricted” gifts. While it varies from org to org, the large majority of all donations are given as “unrestricted” gifts, meaning that the funds go to the “general operating budget” and can be used wherever they are needed most. This differs from a “restricted” gift that must be used for a designated purpose, i.e., veterinary care, farm animals, humane law enforcement, etc. We tend to avoid restricted gifts when possible, mostly for accounting/budgetary reasons, but most organizations have at least a couple restricted funds. Some organizations (including Lollypop Farm) have restricted humane education funds, but different organizations have different ways of handling restricted funds, so you’ll definitely need to talk with your dev and accounting teams to see if a restricted education fund would make sense for your organization. 

All that being said, there are some other funding options that your dev team might (MIGHT!) be open to. Sometimes, a specific need arises that was not accounted for in the annual budget. When this happens, development officers may reach out to specific donors to see if they would be interested in funding that need. This could be a new ultrasound for your clinic, a rabbit enclosure for your adoption floor, or a pathway for your memorial garden. It’s a great way for us to engage and solicit donors that have specific interests without setting up a million restricted funds. 

Now, similarly to restricted funds, this isn’t really something your development or accounting folks are going to want to do ALL the time. This would be for a special, one-time purchase that is desperately needed and will greatly impact your programs. Let’s say, for example, your smartboard or projector you use for a lot of your programs suddenly breaks. While a new projector wasn’t in the budget, it’s important to your programs and has an impact on the participants. This creates the perfect win-win scenario for a fundraiser—you get the technology you need for your programs and their donor gets to feel like a hero for making it happen! 

Another great option for donors is allowing them to offer scholarships for camp or other programs. By having a donor cover the cost of a week of camp, you’re giving that donor the opportunity to create an unforgettable experience for a kid that otherwise wouldn’t be able to attend camp. It also allows your education department to offer scholarships without taking a hit on your revenue. I will say that scholarships can work in a lot of different ways and may require a restricted fund, so work with accounting to see if/how this could work at your organization.

The last option I want to touch on is “in-kind” gifts. An in-kind gift is when an individual donates an item rather than money. They can then take the receipt for that item, and claim it on their taxes, just like they would with a monetary gift. Many non-profits keep a wishlist of high-need items like kitten food or pee pads that donors can purchase for them. These lists are for items the shelter needs a lot of and are probably not the right fit for most humane ed needs. However, a lot of dev teams also have a running list of other tangibles that they can reach out to individual donors with. For example, if I have a donor that is passionate about literacy, I might reach out to them and let them know that our education department has this great reading program and would love a box or two of new books to give away to participating classrooms. 

Don’t think small with these asks—a fundraiser probably won’t want to ask a donor for $60 for a new rug, but if you need $300 for “various classroom upgrades” or $1,200 for a new smartboard, those could be great asks where a donor can feel great about fulfilling a need. If you can provide tangible needs at a range of different costs, that will give your dev team special giving opportunities for more donors. The $300/year donor can feel great about providing every camper with a stethoscope and the $3,000/year donor can feel proud of providing new classroom technology.

A Few Things to Keep In Mind

Find the Best Way to Share Info with Your Dev Team

It’s wonderful to share your work with your dev team (and your donors in turn), but make sure you are sharing information in a way that is best for them. Many fundraisers are maintaining relationships with 150+ donors on top of their other responsibilities, so a quick hallway convo can easily be forgotten. For most fundraisers, email is the best way to make sure that this info isn't lost, but check with the fundraisers at your organization and see what works for them.

Spread the Love

I talked a lot in this article about sharing your work with the development team, but don’t forget about communications! Your communications team (or whoever does your social media/website stuff) would also love having more great humane ed content that they can then share with your org’s online audience. And as long as you're sharing a cute story with dev/comm, why not just share it with the whole staff? Our jobs can be really tough and we could always use another little reason to smile. Plus, they’ll get to see that you do WAY more than just birthday parties with kittens!

Get Creative!

It may surprise you, but fundraisers are often very creative individuals, coming up with new ways to engage donors and bring in new gifts. Some of our best fundraisers have engaged donors by writing poems, writing letters from the shelter animals, and making videos. After all, sometimes just getting a donor to respond can be an uphill battle, so a lot of fundraisers aren’t really afraid to throw something at the wall and see if it sticks. Don’t be afraid to share your wild ideas when they arise. They might be totally unfeasible, but they might also be just the thing that gets a donor’s attention!

Results May Vary

Like with most things in the non-profit world, the way a development team works can vary widely from one organization to the next. Because of this, things that work at our organization may not work at yours. On top of this, your development leadership may have strong opinions on certain fundraising strategies, so don’t be offended if you get a great idea from this blog article that gets shot down immediately. (But also, don’t be afraid to revisit it later!)

And Lastly, Stay Connected!

If there’s one thing I want you to take away from this blog, it’s to stay connected with your dev team. Share stories, forward emails, stop by to chat, and don’t be afraid to share the needs of your education department. They might spend a lot of time glued to their work station and running around with donors, but they care about the mission just like you do. And remember that, at the end of the day, fundraising might be what makes our work possible, but it would be completely useless without you and the incredible work that you’re doing!

Language And The Animal Experience: Shifting To Compassionate Discourse

By: Jesika Keener, EdD

Author's Note: This post is adapted from a presentation I recently gave titled 'Language And The Animal Experience: Shifting To Compassionate Discourse.'

Have you ever stopped to think about how the words we use shape our relationship with the natural world?

Our daily language is filled with hidden messages about who matters and who doesn't. At the root of this is speciesism—cultural beliefs and practices that privilege humans and normalize the exploitation of other-than-human animals. Just as racism or sexism creates hierarchies between groups of humans, speciesism maintains a hierarchy between humans and fellow animals, and even between different species (elevating dogs and cats as companions while treating cows and chickens as commodities).

Understanding the weight of our words is the first step toward a more compassionate world.

Why Does Speciesism Matter?

Speciesism is not just a philosophical debate; it has real, planetary consequences. Humans have historically acted with a narrow-minded sense of superiority, believing we have the right to rule over and infinitely control nature.

This unchecked domination is backfiring. With our population exceeding eight billion, the way we exploit the natural world is a major contributor to:

• Unprecedented pressure on ecosystems worldwide.

• The global climate crisis.

• The mass extinction event happening right now.

A healthy planet depends on biodiversity. By deciding whose suffering is taken seriously and whose is acceptable, speciesism impacts our own survival.

The Power of Discourse and "Just Words"

Discourse is the use of language as a subconscious sense-making story. It communicates our values to the rest of the world, sometimes without us ever saying a word. For example, if you walk into a child’s classroom, you’ll probably find puzzles, toys, and other learning materials featuring the same small group of animals (like dogs, cats, and horses) that are cute and smiling. Conversely, animals like flies, mice, snakes, or rats are either omitted or depicted as scary or gross. These seemingly harmless design choices silently teach children which animals are lovable, which are interesting, and which are worthy of compassion. 

When it comes to the actual words we use, scholars point to the Theory of Linguistic Relativity. This theory suggests that the language we use doesn’t just label the world; it actively shapes how we perceive it. If language shapes thought, then changing our language can open up entirely new ways of thinking and acting.

How Speciesism Hides in Everyday Language

Many of us grew up absorbing phrases that portray fellow animals as objects or tools. Normalizing violent metaphors—like "kill two birds with one stone" or "be the guinea pig"—desensitizes us to violence and suffering.

Here is a breakdown of the most common ways speciesism appears in our daily speech:

Language Pattern	How It Works	Common Examples
Distancing	Creates emotional space between species by using terminology that stresses differences between humans and fellow animals.	Humans have "skin" and "live" somewhere; animals have "hide" and are "found" somewhere.
Metaphors	Phrases that create boundaries to shape how we think and reflect a human-centered view to reinforce a hierarchy between humans and fellow animals.	Using phrases that make fellow animals sound like machines, such as “animal production” or “factory farming.”
Animal Pejoratives	A type of metaphor that compares humans to fellow animals, intended as an insult to reinforce negative attitudes toward marginalized human groups.	Calling a woman a "pig" to demean her appearance while stereotyping both the woman and the animal.
Euphemisms	Replaces one idea with a softer one to hide uncomfortable truths.	"Wildlife management" (often masking the killing of animals or removing plants that humans see as inconvenient).
Semantic Reversal	Using positive-sounding words to celebrate human exploitation of other species.	"Purebred" (which actually refers to genetic manipulation and control).
Uncountable Nouns	Treating individual animals as one collective resource, erasing their individuality.	Referring to individual animals as "game."
Pronouns	Using grammatical defaults to obscure who is being talked about, reducing beings to objects.	Using "it" instead of "he," "she," or "they."

Steps to Shift Toward Compassionate Language

We have the power to change the narrative and influence the development of a kinder society. Here are practical ways you can start shifting your discourse today:

1. Notice your language: Start paying attention to the words you use, as well as the language in media, teaching materials, and organizational documents.

2. Experiment with alternative terms: Try using "other animals," "fellow animals," or "beings." (Note: While terms like "nonhuman" are popular, I find that the prefix "non" reinforces division and marks fellow animals as outsiders. Do what feels right for you though!) 

3. Rethink your pronouns: Practice using "she," "he," or "they" instead of "it" to challenge assumptions about who is worthy of sentient recognition.

4. Be thoughtful with idiom replacements: Replacing violent idioms with softer ones (like "free two birds from one cage") works wonderfully for children. However, use caution with adults; the replacement often still brings the original violent imagery subconsciously to mind.

Speciesism is embedded in the everyday language we use. By being intentional with our words, we take a vital step toward supporting more just relationships with our fellow animals.

References

Bhattacherjee, M., & Sinha, S. (2024). A cognitive analysis of animal imagery in digital discourse: A case study of Bengali tweets. Journal of World Languages, 10(2), 401–429. https://doi.org/10.1515/jwl-2022-0055

Bowen, S. A. (2022). Sacred sendoffs: An animal chaplain’s advice for surviving animal loss, making life meaningful, & healing the planet. Monkfish Book Publishing Company.

DeMello, M. (2021). Animals and society: An introduction to human-animal studies (2nd ed.). Columbia University Press.

Döring, M., & Nerlich, B. (2015). More than just animals ...: Farmer-cow relationships in the aftermath of the 2001 foot and mouth disease in the UK. In R. Spannring, R. Heuberger, G. Kompatscher, A. Oberprantacher, K. Schachinger, & A. Boucabeille (Eds.), Tiere, texte, transformationen: Kritische perspektiven der human-animals studies (pp. 193– 211). Transcript.

Dunayer, J. (2001). Animal equality: Language and liberation. Ryce Publishing.

Fairclough, N. (2013). Critical discourse analysis and critical policy studies. Critical Policy Studies, 7(2), 177–197. https://doi.org/10.1080/19460171.2013.798239

Fill, A. (2002). Tensional arches: Language and ecology. In A. Fill, H. Pez, & W. Trampe (Eds.), Colourful green ideas (pp. 15–27). Lang.

Fille, A. (1993). Ökolinguistik: Eine einführung. Gunter Narr Verlag.

Heuberger, R. (2018). Overcoming anthropocentrism with anthropomorphic and physiocentric uses of language? In A. F. Fill & H. Penz (Eds.), The Routledge handbook of ecolinguistics (pp. 342–354). Routledge.

Heuberger, R. (2024). Anthropocentrism in monolingual English learners’ dictionaries-Revisited. AAA: Arbeiten aus Anglistik und Amerikanistik, 49(1).

Jung, M. (2001). Ecological criticism of language. In A. Fill & P. Mühlhäusler (Eds.), The ecolinguistics reader (pp. 270–285). Continuum.

Kay, P., & Kempton, W. (1984). What is the sapir-whorf hypothesis? American Anthropologist, 86(1), 65–79.

Keener, J. (2025). Becoming the donkey derby’s ‘karen’: A humane educator’s autoethnographic journey toward anti-speciesist communication [Doctoral dissertation, Antioch University]. https://aura.antioch.edu/etds/1130/

Kimmerer, R. (2017). Speaking of nature: Finding language that affirms our kinship with the natural world. Orion Magazine. https://orionmagazine.org/article/speaking-ofnature/?fbclid=IwAR3rf3BE0xrxIXOiVcrAdTgZQuI1vwVk2zjZFSeeTczBwOxHOIJRs- oL3o

Locke, T. (2004). Critical discourse analysis. Continuum International Publishing Group.

Mazhary, H. (2021). Distancing animal death: Geographies of killing and making killable. Geography Compass, 15(7), e12582. https://doi.org/10.1111/gec3.12582

Mühlhäusler, P. (2003). Language of environment, environment of language: A course in ecolinguistics. Battlebridge.

Mussner, M. (2015). Tierbezeichnungen als abwertende personenbezeichnungen: Ein vergleich zwischen den sprachen deutsch, französisch und italienisch. In R. Spannring, R. Heuberger, G. Kompatscher, A. Oberprantacher, K. Schachinger, & A. Boucabeille (Eds.), Tiere, texte, transformationen: Kritische perspektiven der human-animals studies (pp. 193–211). Transcript.

Ryder, R. D. (1989). Animal revolution: Changing attitudes towards speciesism. Blackwell.

Sepulveda, S. (2017). Where (species) inequality lives. (Publication No. 10271155) [Master’s thesis, Northeastern Illinois University]. ProQuest Dissertations and Theses Global.

Singer, P. (2009). Animal liberation: The definitive classic of the animal movement. HarperCollins Publishers.

Trampe, W. (2015). Die ökologische relevanz von sprache im umgang mit tieren. In R. Spannring, K. Schachinger, G. Kompatscher, & A. Boucabeille (Eds.), Tiere, texte, transformationen: Kritische perspektiven der human-animals studies (pp. 193–211). Transcript.

Zarina, I., Sarvara, S., & Maxkamova, M. (2025). Anthropocentric views in the linguistic landscape of the world. Shokh Library.

Humane Alternatives for Chick Hatching

by Mary Miller, Farm Manager, Lollypop Farm

With warmer weather approaching, chick season is nearly here. Each year, thousands of fertilized eggs are purchased from farms and hatcheries for classroom chick-hatching projects. But is this practice truly humane? Let’s explore the issue.

The first major question to consider is what happens to the chicks after they hatch. Sanctuaries, shelters, and rescues are already overwhelmed with animals needing homes. Most lack the space, staffing, or resources to accommodate every chick from hatching projects. Occasionally, the original hatcheries will accept the chicks’ return, but sometimes these hatcheries euthanize them due to biosecurity concerns—they cannot risk introducing new diseases to their flock. Occasionally, families of students will take chicks home, but many are unprepared for the long-term commitment and specialized care chicks require. Is it truly humane to bring chicks into the world when many may never have a safe, suitable home?

The second key concern is the health and safety of the children involved. According to the CDC, live poultry should not be kept in schools, childcare centers, and other facilities with children younger than 5 years old. (CDC, 2025). Children are especially susceptible to illnesses caused by germs commonly found in poultry, such as Salmonella and E. coli. Although poultry lack teeth, they can still injure children with their sharp beaks or claws. Not only can children be pecked or scratched, but these injuries also provide another route for exposure to harmful bacteria.

We should also consider the health of the chicks themselves. Chicks incubated artificially can suffer deformities and illness if their needs are not met. They require precise temperature, humidity, and careful positioning. Improper turning of eggs in the incubator can result in organs adhering to the inside of the shell, causing serious harm.

What if the eggs hatch over a weekend or during a school holiday? The chicks could be left unattended for extended periods, putting their health and safety at risk. Additionally, because incubators, heat sources, humidity regulators, and egg-turning devices all rely on electricity, a power outage or equipment failure could have devastating consequences for the developing chicks.

Chicks from hatching projects are also deprived of their mothers, missing out on crucial imprinting and bonding experiences. Chickens communicate with over 30 different vocalizations, and a mother hen starts teaching these calls to her chicks before they even hatch. While she gently clucks to them from her nest, the chicks respond by chirping back to her and to each other from within their shells.

But don’t fear, there are many humane alternatives to chick hatching projects in schools.

1. Hatching Kindness Project Set

a. You can loan the Hatching Kindness Project Set from the Science Bank

for free! This set includes books, posters, and a chick life cycle exploration

set. 

2. Chick Life Cycle Exploration Set

a. You can purchase the chick life cycle exploration set for your classroom.

This set has 21 eggs that crack open to reveal realistic illustrations of the

chick life cycle. 

3. Cornell Lab Bird Cams

a. The Cornell Lab Bird Cams has great footage of a red-tailed hawk

hatching eggs. You can also find other live camera feeds of birds caring

for eggs and chicks in a natural setting on Youtube.

4. All About Bird Anatomy

a. The Cornell Lab of Ornithology also has an interactive anatomy guide

titled All About Bird Anatomy by Bird Academy.

5. Virginia Tech’s 4-H Virtual Farm

a. This is a virtual hatch project where you can watch a video of chick

embryo development and read about the development process.

6. Chick It Out App

a. P.E.A.C.E. Humane has a free Chick It Out App! The app is interactive

and explores egg development, life stages, and anatomy!

7. Schedule a visit to your local farm animal rescue or sanctuary and meet their resident chickens! Most have a humane education department that will be more than willing to teach your students all about the chick life cycle.

Resources:

https://www.upc-online.org/hatching/alternatives.html

https://www.shy38.org/hatching-kindness

https://www.animalearn.org/live-animal-use

https://opensanctuary.org/chick-hatching-alternative-lesson-plan/

What Do You Mean They’re Here For A Week: Planning, Coordinating, and Hosting Summer Camp for Elementary and Middle School Kids

By: Dayna Verhey from Humane Society of Charlotte

Planning summer camp is an endeavor, and it’s one that can quickly shift from exciting to overwhelming. I’ve found a variety of strategies and tactics that have made my life easier, and I am hoping I can answer some of the questions that you may have regarding preparation, logistics, and the day-to-day mechanics of running camp.

At Humane Society of Charlotte, we begin our camp registrations in January and use Sawyer to manage them. This means we are actively advertising on social media as early as December, and we have our general camp information posted usually by the end of November. Of the nine weeks we offered this year, the twenty slots for each of the three 3rd -5th grade camps filled up within hours. The remaining slots are still filling up, and several other weeks are already full. Our camp runs from 9-4 Monday-Friday, and we priced it at $380 for the week with the option to add aftercare until 5 pm for an additional $70. Our pricing is based on our area and similar nature and animal-oriented summer camps within the region. There are several things you need to know before you can post about your camp, though, and one of those is your theme.

The theme is the core of your camp. What do you want the kids to take away from the experience? If you’re looking to focus on social-emotional learning, use that as the foundation for your theme. A theme also tells parents what they’re signing their kids up for, generating interest and offering a glimpse into the kind of experiences kids will have throughout the day or days even before you share a snippet of the schedule. We went with the following themes this year: Pawsitive Pals for our 1st and 2nd graders, Shelter Explorers for our 3rd -5th graders, and Animal Perspectives for our 6th -8th graders. Pawsitive Pals is all about that social-emotional learning element, focusing on the kids’ relationship with animals, other campers, and themselves.  Shelter Explorers focuses more on the inquisitive nature of that age group, allowing them to explore their interests and encouraging their curiosities. Finally, Animal Perspectives is all about understanding animals and looking at the world from their point of view as a way to foster empathy. These overarching themes break down into pieces, allowing us to explore different topics each day. For example, with Shelter Explorers we devote a day to each of the following: the shelter, animal behavior, veterinary medicine, animal-oriented careers, and animal welfare.

Our intensive planning starts in January, when I draft our daily schedule based around camp themes. This is an outline where some of the activities are fully fleshed out and others are still in their theoretical phase. Then we go through a thorough revision phase to begin preparing what works and scrapping what doesn’t. You know your space best—make sure you’re accounting for it! It’s easy to get over-ambitious; I like to check in by mapping the space to determine whether an activity is feasible within the given parameters. Consider table placements, space for kids to move around, and how much time it will take to arrange and rearrange tables and chairs or other supplies and equipment. As I work through this planning process, I also consider what activities and events can be scaled up or down for different age groups, as well as what activities are limited to specific age groups based on their nature. Don’t reinvent the wheel. Borrow from the APHE Resource Library, reach out to other organizations, and if you can use an activity for multiple age groups, do it!

 When it comes to selecting activities, think about what makes your shelter unique. For example, we have a really wonderful clinic and veterinary staff. When I plan behind-the-scenes tours, I take them into the clinic after surgery is done for the day because I know our clinic is a strength. I also coordinate with our vets to have the kids watch them perform a spay surgery on a teddy bear, giving the kids a glimpse into the kind of work that our vets do every day. The goal is to give them experiences they can’t get anywhere else, and we use every part of the organization that we can to enable this.

To help run our camp, we have two full time staff members (myself, the Youth Programs Coordinator; and the Education Manager). We hire two part-time seasonal employees, one for the morning and one for the afternoon. They have an orientation where we go over the schedule in its entirety and break down activities. They are expected to be able to lead the groups through the daily activities. We post four volunteer slots per day as well, two for the morning and two for the afternoon. Our volunteers are expected to monitor the campers and assist them and us as needed. We also bring in two CITs, or Counselors-In-Training, per week of camp for our elementary kids. Our CITs are 9th and 10th grade students, as kids 16 and up can volunteer with us. We do not utilize CITs for 6th -8th grade camp weeks, as we feel the age gap is not wide enough. Our CITs go through a one-day orientation before camp begins, and the registration fee for them is $200 per week. Our CITs are given directions for the day while campers are going through their daily orientation and icebreakers, after which they are expected to run simple activities (such as games) and assist with a variety of daily tasks.

One of the trickiest parts of camp, for us, is making it feel like summer camp. As humane educators, it’s in our nature to try and lean into the educational aspects. The way that we found our balance was by weaving necessary conversations into games and content but also offering “choice time,” where campers can decide what kind of activity they want to do for two sessions each day. We give them three options: outside time (weather dependent), crafting, or playing a game (such as dog breed bingo). Another way that we try and provide the “camp” feeling is by creating traditions that campers get to enjoy, such as giving returning campers painted paw prints specific to the child based on the number of years they have attended or creating flags with their names on them that they get to add to each year. Our content is firmly rooted in education but making it fun and interactive is just as essential.

So, when it comes to camp, start planning early! Start with a theme or foundation, then flesh it out from there. It’s okay to start with rough ideas of activities and scrap or refine them as you go, and don’t be afraid to ask other organizations for help or borrow APHE resources. Seasonal employees are great if you can get them, and effectively utilizing volunteers can take a lot of pressure off each camp day. Finally, keep in mind that while our mission is humane education, campers are here for a week of fun summer camp delight. Weave humane education into games, crafts, and any and every aspect you can, but camp isn’t class. Help them learn through doing, through feeling, and through seeing all the awesome things that your organization can do. Summer camp is an amazing way to help make those lessons stick, as they learn that humane education looks like empathy, compassion, and a whole lot of fun!

 Green Minds: Practical Ways to Cultivate Environmental Care in Young Children

By: Temilola Oyenuga

“Childhood is never buried; it lives on in your mind, your heart, your soul.”

— Iris Rose, Fragile Feelings

A few months ago, I hopped on a video call with some childhood friends, wanting to catch up and commiserate about the realities of adulthood. But almost immediately, our conversation turned to childhood memories. We laughed loudly at silly moments and paused thoughtfully over memories that still felt meaningful. As the call came to an end, one of us remarked nostalgically that childhood leaves an indelible mark, and we all agreed.

As adults, we recognize the truth in Iris Rose’s words because long after playgrounds fade, the impressions of childhood remain, shaping who we are and how we see the world. Developmental theorist Urie Bronfenbrenner explains that these impressions endure because they are formed through repeated, meaningful interactions, known as proximal processes, within interconnected systems. Over time, these interactions shape our values, behaviors, and sense of responsibility, including how we relate to and care for the natural world.

This understanding of childhood’s lasting influence underscores why conversations about environmental care should begin in the early years. Accordingly, I position environmental care in this article as a foundational value to be emphasized from the earliest years. My aim is not only to help you, as a children’s educator, appreciate why fostering environmental care matters in the early years but also to provide evidence-based approaches, classroom activities, and resources that can support you in guiding your students toward becoming environmentally mindful adults.

Why is Childhood a Pivotal Stage for Instilling Environmental Care?

To understand why childhood is a pivotal stage for instilling environmental care, it is important first to recognize the reciprocal relationship between children and their environment. As I mentioned earlier, Urie Bronfenbrenner’s ecological systems theory explains that an individual’s development is shaped through ongoing interactions within interconnected systems. One of these systems is the physical environment, which includes natural elements (e.g., land, water), built spaces (e.g., homes, playgrounds), materials and objects (e.g., stones, wood), sensory features (e.g., light, sound), and biodiversity (e.g., plants, animals). Children do not merely exist within these environments; they respond to them, modify them through play and exploration, and assign meaning to them. In turn, the environment, through its materials, spaces, sensory qualities, and living elements, influences how children move, feel, think, and act.

This reciprocity is why early childhood theorists such as Pestalozzi, Froebel, and Montessori emphasized the inseparability of young children and the environment. Through mutual influence, children develop a strong sense of connection, a quality that, according to research cited by Barrable (2019), is a stronger predictor of positive ecological behavior in adulthood than environmental knowledge alone. Ardoin and Bowers (2020) provided more context, explaining that ecological awareness, environmental attitudes, environmental consciousness, and nature-relatedness begin to develop in early childhood, increasing participation in pro-environmental behaviors later in life. Hence, childhood is pivotal for instilling environmental care because this period is when children form their initial connection to the natural world. When that connection is strong, it fosters stewardship and predetermines environmentally responsible behavior in the future.

What Evidence-Based Teaching Strategies Foster Environmental Care in Young Children?

Since the Environmental Education Act was passed in the United States in 1970, countries and international organizations have worked to bring environmental education into classrooms worldwide, including early childhood classrooms (Ye & Shih, 2020). Consequently, researchers have explored evidence-based approaches that teachers can use to foster environmental learning in young children. Some approaches found to have instilled pro-environmental values in children include nature exploration, imaginative play, and storytelling (Ardoin & Bowers, 2020; Hadzigeorgiou et al., 2011; Hsiao & Shih, 2015; Wojciehowski & Ernst, 2018; Ye & Shih, 2020). Let’s briefly explore these approaches and illustrate how they can be applied in the classroom through cognitive frameworks, such as Thinking Routines and Habits of Mind, to create meaningful learning experiences for your students.

Nature Exploration

This approach involves direct interaction with and observation of the natural environment, such as plants, animals, and other natural elements. Exploring nature enables children to ask questions, reflect on human-environment interactions, engage all senses, and develop the knowledge and skills necessary for creative participation in environmental preservation (McClain & Vandermaas-Peeler, 2016). Table 1 illustrates how this approach can be adapted in the classroom.

Table 1- Sample Activity (Ages 4-7)

Imaginative Play

Sometimes, visiting natural sites may not be easily accessible due to location, safety, or time constraints. In such cases, imaginative play offers a meaningful way for children to explore environmental concepts and develop care for the natural world. This approach uses role play, pretend scenarios, and creative problem-solving to help children engage with environmental ideas in a safe and accessible way. Imaginative play fosters respect for nature, builds environmental vocabulary through proper naming, and supports children in representing and communicating what they learn (Wight et al., 2015). Table 2 illustrates how this approach can be adapted in the classroom.

Table 2- Sample Activity (Ages 3–6)

Storytelling

The final approach, storytelling, uses children’s books to introduce environmental ideas and explore how humans interact with their surroundings. Stories help children notice different ways of thinking about the environment, for example, seeing nature as something that benefits people or recognizing that plants, animals, and ecosystems have value on their own. Through storytelling, children can express care, empathy, and respect for living things, helping them develop a deeper connection with the natural world (Yılmaz et al., 2018). Table 3 illustrates how this approach can be adapted in the classroom.

Table 3- Sample Activity (Ages 5–8)

In summary, cultivating environmental care in young children begins with nurturance through immersive experiences, meaningful relationships, and opportunities for personal reflection. When children are supported in this way, they develop a genuine sense of responsibility for the world around them, one that is likely to endure throughout their lives. To further support teachers, I created The Green Classroom: A Toolkit for Nurturing Environmental Care. This resource guides educators in designing classroom environments that organically foster environmental responsibility through a nested system of Education for Sustainable Development principles, classroom relationships, and cultural influences. It also includes recommendations for children’s books and additional resources to deepen practice. For educators seeking to create classrooms that promote student agency within broader, interconnected systems, this toolkit offers a starting point.

References

Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31(100353), 100353. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7348615/

Barrable, A. (2019). Refocusing Environmental Education in the Early Years: A Brief Introduction to a Pedagogy for Connection. Education Sciences, 9(1), 61. https://doi.org/10.3390/educsci9010061

Hadzigeorgiou, Y., Prevezanou, B., Kabouropoulou, M., & Konsolas, M. (2011). Teaching about the importance of trees: a study with young children. Environmental Education Research, 17(4), 519–536. https://doi.org/10.1080/13504622.2010.549938

Hsiao, C.-Y., & Shih, P.-Y. (2015). Exploring the effectiveness of picture books for teaching young children the concepts of environmental protection. International Research in Geographical and Environmental Education, 25(1), 36–49. https://doi.org/10.1080/10382046.2015.1106203

McClain, C., & Vandermaas-Peeler, M. (2016). Outdoor Explorations with Preschoolers: An Observational Study of Young Children’s Developing Relationship with the Natural World. International Journal of Early Childhood Environmental Education, 4(1), 37–53. https://eric.ed.gov/?id=EJ1120151

Wight, R. A., Kloos, H., Maltbie, C. V., & Carr, V. W. (2015). Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study. Environmental Education Research, 22(4), 518–537. https://doi.org/10.1080/13504622.2015.1015495

Wojciehowski, M., & Ernst, J. (2018). Creative by Nature: Investigating the Impact of Nature Preschools on Young Children’s Creative Thinking. International Journal of Early Childhood Environmental Education, 6(1), 3–20. https://eric.ed.gov/?id=EJ1193490

Ye, Y.-H., & Shih, Y.-H. (2020). Environmental Education for Children in Taiwan: Importance, Purpose and Teaching Methods. Universal Journal of Educational Research, 8(4), 1572–1578. https://doi.org/10.13189/ujer.2020.080451

Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2018). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education & Communication, 19(1), 88–100. https://doi.org/10.1080/1533015x.2018.1517062

Using Zones of Regulation to Support Perspective-Taking and Empathy for Animals

By: Alyssa Catholdi, Humane Education Supervisor, Lollypop Farm

At the start of this academic year, a funder challenged me to design a curriculum—aligned with New York State Science Standards—that centers on animal behavior, humane education, and the work my shelter, Lollypop Farm, does for the animals in the Rochester community. As humane educators, a significant part of our job is helping our communities understand that animals have feelings, just like we do. Similarly, just as our emotions influence how we act, the same is true for our pets.

However, that "lightbulb" moment can be a bit tricky, especially for younger or neurodiverse learners. Children with diverse learning needs often require additional support to decode nonverbal cues and/or think in abstract terms, which can make "prosocial" behaviors—such as empathy—a significant cognitive challenge. Drawing on my background in childhood special education, I had a lightbulb moment of my own: Why not bridge the gap by relating animal body language to the Zones of Regulation?

If you’ve stepped into a classroom lately, you’ve likely seen the Zones of Regulation framework. It’s a color-coded system—Blue, Green, Yellow, and Red—that helps kids identify and categorize their feelings. For kids who thrive in a concrete world, this framework is a total game-changer. Once a kid knows which Zone they are in, they are empowered to grab a "tool" from their toolbox to return to the Green Zone. Furthermore, with sufficient practice, the Zones of Regulation empowers children to recognize patterns and proactively advocate for what they need to stay regulated.

As humane educators, we want to take that one step further by linking self-regulation to animal behavior, reinforcing the vocabulary children need to navigate their own emotions while highlighting the perspective-taking and empathy needed to protect and respect the animals they love. The following lesson plan is just the start of helping the younger, neurodiverse students in our communities learn these important skills. By incorporating movement and gameplay into the curriculum, students become more engaged in the learning process. 

By bridging the gap between human self-regulation and animal behavior, we provide students with a concrete roadmap for empathy. Using the Zones of Regulation allows young learners to see that a dog’s "Yellow Zone" fidgeting or a cat’s "Red Zone" arched back are not just random behaviors, but clear communication of their needs. This framework does more than teach animal safety; it empowers children to use their social-emotional skills and recognize that every living being—whether two-legged or four—experiences feelings; ultimately creating a more empathetic world. 

To view a lesson plan that uses the Zones of Regulation, created by Lollypop Farm, click here. 

Leave it BEE! Helping Native Bees Also Helps Other Native Wildlife! 

By Karen Verderame, Assistant Director of Outreach Education, Penn Vet Shelter Medicine and Community Engagement

There are over 4,000 species of native bees in North America. Our native bees are essential pollinators in many cases of agriculture, even more important than the imported European honeybee. Many species of our native bees are drastically declining due to the use of pesticides, lack of native plants and lack of overwinter and nesting sites. We see many animals preparing for winter during the fall, like squirrels collecting nuts, birds migrating to warmer weather. Many people prepare for winter by spending their days cleaning up their gardens and raking leaves from their lawns. However, it can be easy to overlook the smaller creatures that inhabit our leaf litter and gardens. Leaving the leaves for the bees can help ensure they can survive winter and have nesting sites in spring. Not only will you help save native bees, but also help other species of wildlife! 

The leaves provide crucial insulation throughout winter for many pollinators including native bee species, butterflies, and moths, but also for amphibians and reptiles. The leaves also provide nesting material and food for many of these animals. Additionally, planting native flowers will not only provide a valuable nectar source during the spring, but the stems and plant material will also be used by many native bee species like bumble bees, sweat bees and mason bees, as nesting and overwintering sites, as well as a food source. 

You can help the bees and other wildlife by moving your leaves into garden beds, or create areas on your lawn or in your yard where you make low piles of leaves, compile sticks and branches. Even keeping out flower boxes with the plant remnants can help provide habitat to overwinter for native species. By helping our native bees, we help other wildlife, increase biodiversity, and promote a healthy ecosystem for all. 

Common Native Species of Bees

Graphic Credit: Brooke Ezzo

Resources for more information on how to help native bee species: 

https://www.fws.gov/story/top-plants-your-pollinator-garden#northeast

https://xerces.org/publications/plant-lists

https://xerces.org/publications/fact-sheets/nesting-overwintering-habitat

As Fall Approaches: Reflection, Renewal, and a Sweet Treat for the Season

By Caroline Kelley, M.Ed., Peaceful Child Education

As fall approaches, nature begins her quiet transformation- inviting us to slow down, reflect, and reconnect. For humane educators, this seasonal shift is more than a change in temperature or the vibrant turning of leaves. It’s a timely reminder of the cyclical nature of compassion, growth, and our shared responsibility to cultivate a more just, kind, and sustainable world.

A Season of Reflection and Reconnection

In classrooms, shelters, sanctuaries, and communities, the back-to-school season is in full swing. For many of us, this is a time to re-engage learners in critical conversations about kindness—to people, animals, and the planet. Fall provides the perfect backdrop for storytelling, for thoughtful discussion, and for modeling the interconnectedness that humane education champions.

This season, let’s ask ourselves:

• How are we modeling empathy in our daily lives and lessons?
• What new ways can we help learners make meaningful connections between their choices and the world around them?
• Are we making space for joy, rest, and community in our work as humane educators?

In a world that often feels rushed and reactive, autumn’s pace encourages us to be intentional. Whether it’s choosing kinder curricula, hosting a compassion-centered book club, or just taking a mindful walk outdoors—every small act matters.

Classroom Connections: Kindness in Action

Fall also offers countless humane education tie-ins—from harvest festivals that emphasize plant-based food systems, to exploring ethical fashion as colder weather invites wardrobe changes. Now is a wonderful time to explore seasonal topics like:

• Animal welfare in farming and how plant-based choices support more compassionate food systems.
• The impact of migration and habitat loss as birds and other animals adapt to seasonal changes.
• Environmental stewardship through discussions about leaf litter, composting, and preparing gardens for winter.

Through these explorations, we foster not only knowledge, but the compassion and critical thinking that help shape a more humane future.

Activity: “Cookies for a Kinder World”

Age range: 4–8

Duration: 30–45 minutes

Setting: Classroom or home kitchen

Objective

To help children understand how the foods we eat can show kindness to animals, people, and the planet — while engaging in a joyful, hands-on experience.

Activity Steps

1. Begin with a Story or Discussion

Sit together and ask:

•  “Where do the ingredients in our cookies come from?”
•  “Who might help grow or harvest them?”
• “How can we make food choices that are kind to animals and the Earth?”

Talk about how plant-based recipes mean fewer farm animals kept in factories and less harm to the environment. Introduce the idea that kindness can start in the kitchen.

2. Bake Together

Follow the vegan cookie recipe (see below) — point out ingredients like vegan chocolate, or plant-based milk as “kind choices.”

While mixing, talk about:

• “How do plants help us stay healthy?”
• “What animals might share this environment with us?”
• “How can we protect their homes?”

(Optional: If baking isn’t possible, children can “mix” pretend ingredients in bowls with spoons for a sensory play version.)

3. Reflection: “Kindness You Can Taste”

As the cookies bake (or after tasting), have children draw or dictate their answer to: “How does this cookie show kindness?” or “Who or what does our cookie help?” Collect their drawings to make a “Kind Kitchen” poster.

4. Extension (optional)

Afterward, compost leftover scraps or crumbs together. Talk about how compost helps the Earth “recycle” food into soil — another way of caring for the planet.

Key Takeaway

“When we make kind cookies, we help animals, people, and the planet — one sweet bite at a time.”

A Cozy Treat: Vegan Chocolate Chip Cookies

Of course, no fall reflection would be complete without something warm and sweet to share. Whether you’re baking for a classroom celebration, an outreach event, or a quiet moment of self-care, these vegan chocolate chip cookies are a favorite—easy to make, cruelty-free, and delicious!

Soft & Chewy Vegan Chocolate Chip Cookies

Ingredients:

• 1/2 cup coconut oil (solid, not melted) or vegan butter
• 1 cup brown sugar
• 1/4 cup non-dairy milk (like almond, soy, or oat)
• 1 tbsp vanilla extract
• 1 3/4 cups all-purpose flour
• 1/2 tsp baking soda
• 1/2 tsp baking powder
• 1/4 tsp salt
• 1 cup vegan chocolate chips

Instructions:

1. Preheat oven to 350°F (175°C). Line a baking sheet with parchment paper.

2. In a large bowl, cream together the coconut oil and brown sugar until smooth.

3. Add the non-dairy milk and vanilla, mixing until well combined.

4. In a separate bowl, whisk together the flour, baking soda, baking powder, and salt.

5. Slowly add the dry ingredients to the wet, stirring until just combined.

6. Fold in the chocolate chips.

7. Scoop tablespoon-sized amounts of dough onto the baking sheet, spacing them about 2 inches apart.

8. Bake for 9–11 minutes, or until the edges are lightly golden. The centers may look soft—that’s perfect!

9. Let cool on the sheet for a few minutes before transferring to a wire rack.

Tip: These freeze well! Make a double batch and save some for future cozy moments.

Sharing Warmth, Sharing Values

As we ease into fall, may we all find small ways to nourish not only our bodies, but also our hearts and communities. Whether through compassionate teaching, mindful eating, or simple acts of kindness—this season offers space to deepen our practice as humane educators.

Wishing you a meaningful, mission-driven autumn. Stay warm, stay kind, and don’t forget to share the cookies.

Helping Odd Dogs Feel at Home: Why the 3/3/3 Rule Matters

By: Leia Barrett, Ph.D, Author, Stories by Leia

Although I grew up with dogs, I did not adopt my first dog until I was 40. I wanted a dog for many years, but demanding jobs and a lack of time at home made me question whether I could give a dog the life they deserved.

When my husband and I finally took the plunge, we were introduced to the ‘3/3/3 rule’. The 3/3/3 rule explains that it can take 3 days for a dog to decompress, 3 weeks to start feeling comfortable, and 3 months to fully settle in and build trust. It helped us navigate through the difficult times, reassuring us that our new dog Layla’s odd behaviors were normal.

At the same time, I was doing research for my children’s book, The Odd Dog, interacting with as many rescue and shelter groups as I could. What struck me was how often the 3/3/3 rule was mentioned. In a world of half-truths and minute disagreements, every expert I found agreed that the 3/3/3 rule was not only valid, but as close to universal as anything I’d seen.

Looking at the 3/3/3 rule from an author’s perspective, I also saw the subject matter could (and should!) be utilized for children and their families.

In an era when kids have technology and information at their fingertips, 3/3/3 has the power to unlock crucial SEL and life skills. Here are a few crucial lessons I believe 3/3/3 can teach families:

Fosters patience and empathy

Teaching kids the 3/3/3 rule helps them understand the adjustment period a dog needs. Without this understanding, they might expect immediate bonding or interaction with a new dog. This can lead to frustration on the part of a child or, worse, create a situation where a dog lashes out.

Encourages Respect for the Dog’s Space

Helping children understand a dog’s need for quiet and space, especially in the first three days, is helpful for a number of reasons. First, it avoids mishaps if a child unintentionally invades a dog’s safe space or tries to interact before it’s ready. By teaching kids to respect their dog’s need for space, they are also learning the importance of personal boundaries and respect.

Building Positive Interactions

Understanding that a dog’s comfort levels and socialization will develop gradually helps children engage with the dog in a positive and non-threatening way. The 3/3/3 rule can encourage kids to be gentle and patient, reinforcing positive behavior through treats and praise. This helps the dog become more comfortable and establishes a foundation in which their relationship can thrive.

Some Final Thoughts

Teaching children about the 3/3/3 rule not only helps them understand and support their new pet but also fosters a sense of empathy, responsibility, and respect. By incorporating these lessons into their daily interactions with the dog, children can contribute to a smoother transition and a stronger, more positive relationship with their new furry family member.

Look for The Odd Dog’s Guide to Making Friends, a follow-up book to The Odd Dog. In this story, the 3/3/3 rule is woven through the story as Odd welcomes a new dog into his home.

Program Spotlight: Tot Tuesday

By: Lauran Skelton, Youth Education Director, Kansas Humane Society

One of the most important early lessons in life is how to navigate emotions, understand boundaries, and show kindness. While guardians, teachers, and peers play a major role in this journey, pets can be powerful teachers as well. At the Kansas Humane Society, we’ve created a special program to help toddlers develop these social-emotional skills with the help of some furry friends.

About Tot Tuesday

Launched in January 2025, Tot Tuesday is a monthly 45-minute program designed for toddlers and their caregivers. Whether it’s during craft time or meeting one of our animal guests; the session focuses on building confidence around animals, practicing safe approaches, and sparking creativity through themed crafts and storytime. With a maximum of 10 children per session, each toddler gets personalized attention from a volunteer or staff member. This small group setting ensures a calm and engaging environment where toddlers can explore at their own pace. 

What to Expect

As families arrive, toddlers choose a cozy spot on our paw print carpet squares. While everyone settles in, a volunteer leads a brief hands-in-lap activity to practice stillness and listening (perfect skills for meeting animals!) Kids are invited to share what pets they have at home, setting the tone for connection and curiosity.

Themed Stories & Crafts

Each month we read two books; one book is geared towards the 2-3 year old ages and the second book is geared towards 3-5. Our craft time is based around one of these books. One book we’ve previously read is Boopby Bea Birdsong. Boop is filled with fun ways for kids to interact, from counting and lively exclamations to pure silliness, and kids absolutely loved it. All kinds of dogs are featured in this book and some kids even found a dog they recognized in the story. The author has a note at the beginning of the book reminding children that if a dog isn’t yours or one you are familiar with, be sure to check with an adult before you “Boop a snoot”. I provided a small stuffed dog for each child to interact with and “boop” their nose during the book. For our craft I created a template on Canva, that has a variety of dogs with different colored noses. Children then matched pom poms to the correct color on the dogs nose. Our volunteers went around the room asking each child how many dogs are on the page. This activity helps teach coloring and counting.

In May, we read The Very Hungry Caterpillar by Eric Carle. Our craft consisted of a custom caterpillar template I created in Canva, and paired with colorful green and red pom-poms. The toddlers practiced color matching and counting by placing the pom-poms on the correct circle of the caterpillar. It was super fun and educational!

In June, we explored Dog’s Colorful Day by Emma Dodd, a playful story filled with colors and counting. Using a dog template that I printed on watercolor paper, children painted their own versions of the story's cheerful pup. To make the experience even more special, I printed photos of real KHS resident dogs and the children created colorful artwork using water color. These beautiful pieces were used to decorate our dog suites, adding a splash of color and love to our shelter, and hopefully drawing the public over to our longer staying dogs. 

In July we read Pete the Cat Screams for Ice Cream by Kimberly and James Dean. A fun book that follows Pete the Cat as he learns that it's always cool to be kind. For this craft I used cardboard that was left over from in-kind donations. I then cut out the shape of an ice cream cone, and glued cotton balls on the top. I  then filled small cups with colorful food-dye. Each child was given colorful pipettes that matched the color of their water. They then created their very own ice cream! 

Animal Time

After each craft activity, we give the children the opportunity to meet some of our resident animals which includes dogs, cats and sometimes guinea pigs.  We bring one child over at a time, carefully guiding them through how to safely approach and gently pet an animal they do not know. While many of the children have pets at home, for some this may be their very first time interacting with an animal.

To keep the experience engaging and educational, we ask the children simple questions while they interact with the animal like “What does it feel like?”, “Is the fur soft?”, “What color are the animal’s eyes?”, “How many paws do they have?” This helps make the moment both fun and interactive while reinforcing observation and communication skills.

Why It Matters

Tot Tuesday is a special time where learning goes far beyond story time and crafts. It’s a chance for toddlers to grow emotionally and socially as they begin to understand empathy, patience, and how to treat animals with kindness and care. With the support of their guardian and the calming presence of our friendly animals, children are building foundational skills in compassion and safe animal interactions.

We are excited to see what the next Tot Tuesday brings as each month brings new experiences and new faces. It is our hope that Tot Tuesday helps guide and foster valuable lessons for the next generation of thoughtful and compassionate pet parents.