This master's thesis examines the knowledge and attitudes of third-grade primary school pupils toward animals and farm work. The study explores whether exposure to farm environments promotes improved relationships and work habits and investigates if pupils from farming backgrounds have any interest in continuing into adulthood.
In the theoretical section, attention is given to farms, including their locations, the animals typically found on them, the responsibilities of farmers throughout the year, strategies for earning additional income, the timing and process of taking over a farm, and the importance of interpersonal relationships in farming contexts. The psychosocial development of third-grade pupils is then addressed, focusing on how interactions with animals influence children, how children spend their leisure time, and how visiting farms impacts children of this age group.
The empirical section presents findings gained from a questionnaire. Differences were analyzed between pupils who live on farms, those who have visited farms either through school activities or with their families, and those who have never visited a farm. These groups were compared in terms of their attitudes toward farming, attachment to animals, understanding of farm tasks, work habits, interactions with family members, and willingness to take over a farm in the future.
|
