(Un)Real Animals: Anthropomorphism and the science of early learning (#288)

We’ve all seen it: a storybook lion wearing spectacles and sipping tea, or a talking squirrel with a backpack heading to school.

These charming portrayals of animals are a staple of early childhood media, from picture books to animated shows. But as enchanting as these anthropomorphic characters are, they raise an important question for educators, parents, and creators of children’s content:

What impact do these unrealistic depictions of animals have on young children’s understanding of the natural world?

The Allure and Risk of Humanizing Animals

Anthropomorphism - attributing human characteristics to animals - is everywhere in children’s media. It can make stories relatable and entertaining, helping young readers emotionally connect with animal characters. But when it comes to learning real facts about animals and nature, the picture gets more complicated.

Studies show that children often start out reasoning about the biological world from a human-centered (anthropocentric) perspective. They tend to understand biological functions - like eating, growing, and breathing - through the lens of wants and beliefs. This approach works well for understanding people, but it’s not always accurate for understanding how animals function.

In fact, anthropomorphism can sometimes reinforce these anthropocentric patterns, particularly among younger children and those with limited direct experience with animals or nature.

How Experience Shapes Biological Thinking

Research highlights a fascinating difference: children who grow up in rural environments or in cultures with strong connections to nature - such as many Native American communities - are less likely to default to human-centered thinking when reasoning about animals. Even having a pet dog or cat at home can lead to more biologically accurate reasoning, likely because it fosters closer observation and interaction with real animal behavior.

Children whose parents are biologists, veterinarians, or even avid nature lovers also tend to develop a deeper understanding of animal life. Conversations, shared experiences, and language matter deeply.

Words from Adults Carry Weight

Interestingly, even though adults typically understand the limits of anthropomorphism, they often use it when engaging children, especially in informal settings like zoos or museums. Phrases like “the monkey is shy today” or “the giraffe is having a snack just like you” are common. While these can spark interest and emotional connection, they may also blur the line between fact and fantasy for young children still developing their understanding of biology.

Teachers, too, often use anthropomorphic language in classroom settings, even when they acknowledge it may not be ideal. It's intuitive, engaging, and sometimes the easiest way to relate abstract concepts to young minds.

Storybooks May Teach, or They Might Muddle

Storybooks play a big role in shaping children’s understanding of animals.

A review of over 1,000 children’s picture books found that although many featured animals, only a fraction placed them in realistic natural settings.

And even then, those animals often acted in highly human ways - talking, dressing, and navigating human-style societies.

When children read these stories, their learning can be affected. In experimental studies, children exposed to more realistic books tended to reason about animals in more biologically accurate ways. Those exposed to highly anthropomorphic portrayals were more likely to extend human traits to real animals, even believing that an unfamiliar species might talk or have friends.

But here’s the nuance: not all forms of anthropomorphism have the same impact.

More subtle representations, like using human-like expressions or language, while keeping animals in natural environments, don’t seem to hinder learning in the same way.

In fact, these moderate approaches may help children draw analogies between themselves and animals, supporting the development of biological understanding.

Age Matters

Anthropomorphism’s influence also depends on the child’s age.

Younger children (especially around age 3) are more vulnerable to confusion when animals are presented too much like people. Older children, by contrast, are often able to recognize metaphorical language and distinguish between story and reality. In one study, high school students found anthropomorphic language in science engaging and helpful, without being misled by it.

Building Bridges Between Humans and Nature

Despite its pitfalls, anthropomorphism isn’t all bad. Used thoughtfully, it can help bridge the gap between children’s well-developed knowledge of humans and their emerging understanding of animals. For example, asking a child, “How do you breathe? Do you think a whale breathes the same way?” encourages analogical reasoning that supports factual learning.

Moreover, storybooks grounded in cultural traditions, such as those authored by Native American writers, often present nature in a more interconnected, relational way. These stories can foster deeper attention to natural processes and ecological relationships, highlighting a valuable avenue for inclusive and effective science education.

Rick’s Commentary

So, should anthropomorphism be used in early learning?

The answer isn't a simple yes or no.

Anthropomorphism can hinder factual learning when it crosses into fantasy, especially for young children. But when it’s used in more grounded, subtle forms, or as a tool for analogical reasoning, it can be an effective way to engage, connect, and even teach.

What matters most is how we use anthropomorphism:

• Are the animals portrayed in natural settings?

• Is the language factual, or is it steeped in fantasy?

• How old are the children engaging with the content?

• Do they have prior experience with animals or nature?

• Are cultural perspectives being honored and included?

As educators, parents, writers, and illustrators, we can strike a balance - inviting wonder, empathy, and learning all at once. Continued research will help refine these approaches, ensuring that the animals we meet in stories aren’t just entertaining, but educational too.

After all, fostering a love for the natural world begins with the stories we tell about it.

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