We planned Saska's visit in order to focus on aspects of children's personal, social and emotional development. We hoped that by sending a letter at the beginning, we would be able to build up to his visit and at the same time, excite and motivate the children.
By the time Saska arrived, a few days after the letter, the children had already started planning how they were going to look after him. They decided on a place for him to sleep in the home corner.
Saska's introduction to the children was an important part of the experience. We knew we needed to foster a caring attitude to the dog and to promote an understanding of his needs and empathy for his feelings. We predicted there would be great enthusiasm at this stage, so we decided that Saska should initially meet the children in small groups.
Plenty of time was allowed for children share their own experiences of pet care and how they could make Saska feel comfortable and welcome. We looked at the equipment Saska had brought with him - a collar, plastic dog basket, plastic chew bone and a blanket - and talked about what else he would need.
Children took their responsibility seriously, offering to feed him, take him for walks and brush him. Many also related to Saska's feelings of anxiety at being in a new place surrounded by unfamiliar people, asking to cuddle him and offering to share their toys with him.
Within a few weeks, Saska was a much-loved member of the nursery. Children learned to take turns in feeding and playing with him, and they showed great concern for his well-being. One child even made a lead using plastic links and this is clipped to his collar each time he takes a trip into the outdoor area.
Jane Drake worked with children and staff at Frankland Place Early Years Centre, Chapeltown, Leeds
