In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.

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Research on human-animal interaction (HAI) is a relatively new field of inquiry for developmental scientists seeking to understand the potential role pets play in children's health and well-being. It has been documented that pets offer a source of emotional support to children. However, most studies focusing on how animals affect children's health are limited and stop short of providing answers to key developmental questions. Addressing this need, beginning in 2008, scientists at the Eunice Kennedy Shriver National Institute of Child Health and Human Development, in collaboration with the Waltham Centre for Pet Nutrition, a subsidiary of the Mars Corporation, convened two international conferences of researchers to review the current science on HAI. These groups crafted a research agenda aimed at looking at how animal interaction affects children and promotes optimal development. This article reviews the key themes emerging from the conferences, addresses the application of HAI to child health and development, and discusses the potential of HAI as an important field of inquiry for developmental scientists.

The involvement of animals is almost commonplace in many schools, although actual data documenting the extent and nature of human-animal interaction (HAI) in these settings are sparse. We provide an overview of the existing research and argue that the inclusion of animals in classroom settings can have an indirect effect on learning by directly affecting motivation, engagement, self-regulation, and human social interaction through those activities in which the interaction with animals is embedded. We support this theory with examples from the growing body of work indicating that, under specific conditions, with proper safeguards, HAI activities can benefit both typically developing children and those with developmental disabilities by reducing stress and anxiety and improving social interactions and by enhancing motivation, engagement, and learning.Nonetheless, a more comprehensive evidence base is needed to support this theory and to inform policies and practices for HAI in education settings, activities, and interventions.

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Organizations that deliver animal-assisted interventions (AAIs), as well as those that train, evaluate, and register therapy dogs, have proliferated in recent decades in the United States (U.S.). Each of these organizations has its own policies and procedures for screening, evaluating, and instructing dogs and their owners/handlers, but little is currently known about the range of different practices that exist nationwide. The aim of this project was to survey a representative, national sample of U.S. therapy dog organizations to investigate commonalities and differences in the types of practices in current use and to compare these to recommendations in existing published guidelines. The findings suggest the need for further research, and highlight a number of areas relating to dog welfare, human safety, and infection control in which many organizations were inconsistent in their adherence to existing guidelines. Of particular concern with regard to animal welfare was the finding that approximately half of the organizations surveyed imposed no time limit on the length of visits. Also, given the potential for zoonotic disease transmission, the finding that only a small minority of organizations prohibit the feeding of raw meat diets and treats to visiting dogs is concerning. This information will help to raise awareness among facilities with therapy animal programs and assist in the development of future best practices within the therapy dog industry.