Dogs have a remarkable way of shaping the atmosphere of a place; sometimes bringing a little chaos but more often bringing laughter and a sense of connection. Thankfully for Miranda Kindergarten, Bounty the new therapy dog has the temperament of a Buddhist monk and his soothing presence is rubbing off on the children and staff.
A two-year-old black labrador, Bounty was recently adopted from the Guide Dogs NSW/ACT Therapy Program. As director Jenny Hind explains, Bounty’s relaxed approach to life makes him the perfect therapy dog for children and educators, particularly when assisting children who experience anxiety or sensory issues.
Previously a dog owner herself, Jenny already knew about the comfort and companionship dogs can bring to children and adults. As research suggests, therapy dogs can support children’s emotional regulation, confidence, social connection and sense of belonging.
With these possibilities in mind, Jenny and her team took a carefully-considered approach to introducing a therapy dog, familiarising themselves with ACECQA’s regulations on keeping pets and animals in education and care services.
Staff and families were surveyed early to identify concerns and discuss strategies for managing them. Rules were made and policies put in place. A few weeks in, however, the decision is already paying off with Bounty quickly settling into his new role as part of the team. Conversations about dogs have even opened doors to deeper engagement and connection with families.
Bounty in a team meeting
Preparing for a therapy dog in practice
Preparing for the arrival of Bounty was all-in-all a two-year process involving applications, waitlists, environmental assessments and extensive planning under the therapy dog program run by Guide Dogs NSW/ACT.
“Guide Dogs NSW/ ACT visited and assessed the preschool and my home to ensure we were suitable candidates for a therapy dog,” says Jenny.
After a three-week trial, the placement became official. While the kindergarten funded the initial costs, Jenny took on day-to-day ownership and responsibility of training, a commitment she admits required serious reflection.
“I had to think deeply on whether we could commit to caring for a dog for many years. That was probably the hardest decision.”
Supporting emotional regulation and belonging
Since arriving, Bounty has quickly become a reassuring and familiar presence for many children, particularly during difficult morning separations.
“Bounty sits at the gate when children arrive in the morning, and patting Bounty helps children calmly separate if they are feeling distressed,” Jenny says. “They also love to say goodbye and ‘see you tomorrow Bounty’ in the afternoon. Talking to Bounty has become part of their daily routine.”
For children with sensory or additional needs, those quiet one-on-one moments of connection can be especially powerful.
“A little boy who has limited spoken language likes to visit Bounty in the office and pat him for a few minutes,” Jenny says. “Our educators hear him chatter a few words to Bounty, which is very sweet to hear.”
These short, predictable ‘Bounty-time’ sessions, often just five or 10 minutes, provide a calming sensory experience and a safe, non-judgemental space for children to regulate, reconnect and build confidence with a trusted companion.
Patting Bounty the therapy dog provides a calming sensory experience for children
Learning through relationships
Bounty’s role now extends beyond emotional wellbeing, naturally enriching the preschool’s educational program.
“The educators have noticed that it brings in another element into everyday practice and learning,” Jenny explains. “This is particularly noticeable around empathy and understanding animals; what it’s like to care for an animal, how to approach an animal, what’s okay, what’s not okay.”
Children learn about safe interactions and animal care through everyday experiences with Bounty. One group is undertaking a project on dogs inspired by his arrival.
The opportunities for learning extend into physical development too. During outdoor play, children practice gross motor skills by throwing tennis balls for Bounty to catch.
Creating safe and meaningful interactions
While the story of Bounty is overwhelmingly positive, the preschool is careful not to romanticise the process. Successfully integrating a therapy dog into an education and care service requires significant planning, policies and ongoing commitment.
Before Bounty arrived, the preschool developed a detailed risk assessment and therapy dog policy. Allergies, fears, hygiene and safety were all carefully considered. ‘Bounty rules’ are displayed and discussed with the children for safety and hygiene.
One educator with allergies works in a dog-free room, while Bounty remains carefully supervised at all times.
“He doesn’t wander around the centre, is always on a leash and has a routine. He has time in each classroom or outside with children and then rest breaks.”
Children are also actively involved in learning safe practices, including handwashing, understanding dog behaviour and recognising safe and unsafe interactions with animals.
Jenny emphasises that services considering a therapy dog need to think realistically about the long-term commitment; financially, practically and personally. Still, for Miranda Kindergarten, the rewards have far outweighed the challenges.
And at the centre of it all is Bounty himself; calm, patient and endlessly affectionate.
“Our children and educators adore Bounty’s gentle, sweet nature. The children hug and pat him, and he just stands there or sits down and loves it,” Jenny says. “He’s been the most beautiful focus for everyone.”
Choosing a pet for your service - tips
As ACECQA states,
Having a pet at your service… can be a valuable part of a child's education and care experience, enriching their learning about nature, ecology and relationships.
ACECQA recommends the following steps before introducing an animal into an early childhood service:
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Consult with families first to identify any allergies, fears or phobias, and ensure everyone is comfortable with the decision.
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Think about who will be responsible for feeding, cleaning, veterinary care and ongoing costs.
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Plan for how the animal will be cared for on weekends and during service closure periods.
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Check whether your service has enough safe and suitable physical space for the animal.
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Consider whether educators have the time and capacity to care for the animal during the day.
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Review any health and safety risks for children, staff and the animal itself.
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Update policies and procedures where needed, such as handwashing after contact with animals.
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Make sure the chosen animal is appropriate for an early childhood setting, as some animals may not be suitable.
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Check with a veterinarian and your local health department for advice, regulations and any licensing requirements.
Further reading
ACECQA: QA3 Keeping pets and animals in education and care services.pdf
Bedrock, Independent Education Union: Animal Logic – what pets can teach us
Guide Dogs NSW/ ACT: Therapy Dogs - Guide Dogs NSW/ACT
Monash University: Children’s perceptions of a therapy dog-assisted social and emotional learning intervention: survey and interview findings