Children’s views about companion animal death provide insight into their developing ecological identityWhile this paper is primarily theoretical in its discussion about children’s explorations of the meaning of non-human death, it includes some of the author’s own phenomenological research with children and their experiences of companion animal death. The purpose of this inquiry was to examine the extent to which experiences of non-human death and loss might provide an organizing experience in the development of an individual’s ecological identity.
Ecological or environmental identity in this context refers to a felt orientation toward the natural world – including other creatures – which expresses a sense of social belonging or responsibility. One’s ecological identity is also considered to be a factor in influencing nature-related behaviors or actions.
The author’s research entailed interviewing 12 children (ages 6–13) from the Greater Toronto area. The child-centered interviews allowed for drawing, writing poems, sharing pictures, or any other methods that interested the children and prompted discussions about living with pets and experiencing their deaths. Three themes relating to death were identified: the nature of lifetimes and deathtimes; relationality and ecological perception; and ecological embodiment and death. The researcher relates these three themes to the existential qualities of temporality, relationality, and embodiment.
Around the theme of temporality, the children seemed to have a sense of fairness around whether or not an animal lived until an appropriate age for its species. In reference to relationality, they were concerned about the quality or kind of relationship they have with non-human animals. Intimacy and close physical contact with companion animals seemed important to the children. Discussions around the theme of embodiment included an emphasis on animal suffering, interactions with or curiosity about dead bodies, and death-related rituals. These discussions also included ideas relating to decay and renewal.
This research suggests that children’s experiences with non-human animals in their homes are rich and meaningful. The findings also suggest that the way children view companion animals is similar to and yet somewhat different from their relationships with other kinds of animals. Another view expressed by the children is that human beings are implicated in the death of a whole range of animals, and that emphasizing one kind of animal over another can be unfair or unethical. According to the author, the views expressed by the children provide some insight into their ecological thoughts and developing ecological identity.
The Bottom Line