A Canine Behavior

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Dogs and other animals, like people, learn to adapt to their circumstances by mastering key areas of their life. After all, the world is out there for individuals who can adapt to and master their settings during their various stages of development. As a result, it is critical that we understand how these animals' minds work and how they learn to adapt to their environments (Armbruster, 2014). Dogs go through many stages of growth, and at each stage, they acquire distinct qualities through the development of their brains, allowing them to learn about their surroundings. The purpose of this research is to investigate the many stages of development in dogs. Additionally, the paper covers the way the mind of dogs work and how they learn.

Like all animals, dogs go through various development stages, which affect them physically, emotionally, and behaviorally. These stages are prenatal, neonatal, transitional stage, socialization, first fear impact stage, seniority classification stage, puberty stage, flight instinct, adolescence and maturity (Flaim, 2016). Primary emotions are laid into the brain e.g., fear. Secondary emotions need higher brain areas, as they are unautomated e.g., anger, but require conscious thought. Dogs undergo stress or anxiety just like in human beings. Stress in dogs is displayed by low weight, avoidance, yawning, and aggression, moving away and self-harm (Harvey et al., 2016).

For a dog to be what it is, there are various factors that affect it e.g. the genes, age, upbringing and training. Additionally, dogs have the ability to detect high frequency sounds with the use of very high-pitched whistles in training. Furthermore, they are good at detecting movement at a distance but do not see stationary objects clearly (Czerwinski et al., 2016). Dogs learn through smell by sniffing and taste.

Specific aspects that play a vital role when instilling certain attributes in a dog characterize the mentioned development stages (Fenzi, 2016).During adolescence stage the dog will have adult desires and behaviors but will lack the social skills and experience to utilize them correctly. First fear impact stage results to a self-preservation behavior i.e. dogs become fearful of things that you might not expect and if handled insensitively; this fear can be hard to overcome and may stay with the dog for life (Richmond, 2014). In the seniority classification period, dogs become more confident and this may test their place in the hierarchy of the family unit. However, during instinct period careful control to ensure the dog does not go in success in roaming is needed during this time.

During maturity stage, guidance is needed throughout the dog’s life to maintain control (Hall, Wright & Mills, 2016). It is easy to assume that a fully-grown animal has well developed mental powers, but like humans, social and accepted learning is an ongoing process and the results depend on circumstances.


Therefore, there are many things that show a dog’s behavior e.g. fear, success, hunger, thirsty, comfort, companionship, hormones, experience, age, health, size, genetics, breeds and sex. All of these aspects have to be acquired in the general care and maintenance of dogs when teaching a dog new thing or when trying to change its behavior patterns. Many aspects affect the learning and development stages in dog’s e.g. genetics, environment, and level of care, fear and stress. In relation to dogs learning ability, capacity and status the more active the dog’s whole organism is involved-his emotions, his kinetic energy, his instincts and his brain, the better and faster he learns.


Armbruster, K. (2014). Walking with Thoreau in mind and dogs on leash. Forum For World Literature Studies, 32(1), 68-80.

Czerwinski, V. H., Smith, B. P., Hynd, P. I., & Hazel, S. J. (2016). Canine Research: The influence of maternal care on stress-related behaviours in domestic dogs: What can we learn from the rodent literature? Journal of Veterinary Behaviours: Clinical Applications and Research, 14(2), 52-59.

Fenzi, D. (2016). How dogs learn: an excerpt from Beyond the Back Yard. Whole Dog Journal, 11(1), 18-30.

Flaim, D. (2016). In search of sound: how to tell if your dog is built to last, or even physically able to do the job you have in mind for him--and what to do if he's not! Whole Dog Journal, 23(8), 16-30.

Hall, S. S., Wright, H. F., & Mills, D. S. (2016). What Factors Are Associated with Positive Effects of Dog Ownership in Families with Children with Autism Spectrum Disorder? The Development of the Lincoln Autism Pet Dog Impact Scale. Plos ONE, 11(2), 1-19.

Harvey, N. D., Craigon, P. J., Blythe, S. A., England, G. C., & Asher, L. (2016). Early Career Award Papers: Social rearing environment influences dog behavioural development. Journal of Veterinary behaviour: Clinical Applications and Research, 16(2), 13-21.

Richmond, M. (2014). Find focus: how to help your dog learn to control his impulses, even in the face of excitement. Whole Dog Journal, 25(6), 7-15.

April 19, 2023

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Animals Dog Cat

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