February 6, 2025 • 29 mins
On this episode of the Seeing Eye Dogs Show, Harriet is joined by puppy carer Karen Anderson to share the story of her volunteering. Karen is a kindergarten teacher and experienced carer of over 15 years. We chat about her current dogs puppy in training Quiggly and breeding dog Mirring and the special significance of Mirring's name.
If you'd like to find out more about Seeing Eye Dogs head to our website: https://sed.visionaustralia.org/
We are looking for puppy carers now so if you're keen to raise a puppy to hopefully become a Seeing Eye Dog we'd like to hear from you! It's an incredibly rewarding experience, with training provided. Carers need time, patience and love to give to a puppy, so if you want to commit to a year of puppy raising, we would love your help. We're looking for carers now in parts of Victoria, Queensland and New South Wales listed on our website. Get in touch to find out about volunteering with us or apply now via our website.
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Episode Transcript
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S1 (00:10):
On Vision Australia radio. You're listening to the Seeing Eye
dog show. With me, your host, Harriet Moffatt. Today I'm
going to be joined by Seeing Eye Dogs puppy carer
Karen Anderson, who's going to be talking to us about
her life and her volunteer story. Karen is a grandmother,
a puppy and a breeder carer and a kindergarten teacher.
(00:31):
We're going to talk about her two current dogs, as
well as some of her past experiences, as well as
the impact on the children's lives in the kindergarten that
the dogs have and how it is for these puppies
raised around the children. So we're going to talk a
little bit about that experience in a quite unique environment.
We are looking for puppy carers across Victoria, parts of
(00:54):
Queensland and parts of New South Wales. So if you
are someone who is considering raising a puppy, especially if
you're interested in what it might be like raising a
puppy in a school or any early learning environment. Keep
having a listen and I hope you enjoy my interview
with Karen. Hi Karen, thank you for joining me on
(01:18):
the show today. Hi. I'd love to start off if
you are happy to introduce yourself, please.
S2 (01:24):
Hi, I'm Karen Anderson. I live on the Mornington Peninsula
on Boonwurrung country, and I'd like to acknowledge them as
the people, as the traditional custodians of this land and
recognise their strength and resilience in maintaining their cultures for
thousands of years. Welcome any First Nations who are listening
to this podcast and pay respects to elders, past and present.
(01:47):
I am a kindergarten teacher at a preschool. I've been
there since 1984. Yes, that's a very long time. And
I'm a mum of one child who's 29 and one
grandchild who is one.
S1 (02:02):
I'd like to also acknowledge the traditional owners of the
land where I am, which is Kooyong. Wurundjeri, Woiwurrung people
of the Kulin nation are the traditional custodians of this land.
So I'd love to find out a little bit about
the volunteer role that you have at CSIRO. So what
role are you doing as a volunteer with us?
S2 (02:22):
So my role is a puppy raiser, so I get
the puppies when they're roughly eight weeks, and then they
go into training from about 12 months onwards. And I
think I've been doing it for 17 or 18 years.
I can't exactly remember. Yeah. Initially I started because my
son wanted a Labrador puppy and I couldn't afford a
Labrador puppy. So I'm like, well, what else can I do?
(02:44):
Or maybe I could, I could volunteer and we'd have
our puppies and he'd be happy and I'd be giving
back to society, if you like, by helping to raise
the pups.
S1 (02:54):
And since then, what kind of keeps you coming back?
S2 (02:58):
Well, they're beautiful dogs to have in your lives, and
their time with me doesn't end in a death. So
I really like that. So while you're sad when you
give the pups up, you actually have these really great,
wonderful memories of your time with them. So that's why
I keep giving giving it a go. And also, I
guess my chance to give back to and help people.
S1 (03:19):
I think it's quite amazing that I guess what started
as kind of a one off goes into 17 or
18 years of volunteering.
S2 (03:27):
Yes. I never thought that was going to happen, but
here I am.
S1 (03:30):
I mean, is that also a bit like you at
at the kindy that you're at? Did you think, oh,
I'll work here 2 or 3 years. And now it's
been what, almost almost 41.
S2 (03:40):
Mhm. Pretty much. I um I stay in the same
place and I'm not good at changing things. So when
I'm comfortable and it's all working, I tend to just
stick with what I know and what I think I'm
good at. And yeah, so that's hence the same house,
same job. Still a Steal a puppy raiser.
S1 (03:59):
Brilliant. Well, we we love to have it. And, um,
I mean, you must have had quite a few puppies
through that. Through that time, too.
S2 (04:06):
Yes, I think, um, I've lost count. I'm up to
17 or 18, I think.
S1 (04:12):
And could you please introduce your current. I was going
to say dog, but dogs.
S2 (04:15):
I'm thinking yes, I do, I have, I have Mirring,
who is a golden Labrador. He is 18 months old
and he's been accepted into the breeding program. So he
will stay with me for longer than I've ever had before.
So when I have to say goodbye to him, it's
going to be super, super hard. He's a beautiful dog,
and while he was being assessed for what was his
(04:38):
next stage of his career, I got another one called Quiggle.
And Quiggle is eight months old and he's come in
through some organization that seed is part of. And, um,
they decide on what happens with him and when it happens.
So he'll be with me at least till he's 15
months old. And they decide on what the course of
action is, if you like, whether they de-sex him or
(05:00):
that sort of thing. So it's a little bit different
having just a cedar dog.
S1 (05:03):
So that's the, um, Oceanic Breeding cooperative, I think. And um.
S2 (05:07):
That is correct. Yes.
S1 (05:08):
It's kind of going to be, I guess, hopefully he'll
be able to be a be a stud dog, like marrying, um, and,
and go on to produce some wonderful dogs for a
schools across the region, I suppose.
S2 (05:22):
Um, yes, I think that's correct.
S1 (05:23):
Yes, but but I guess in terms of your your
role is anything different or are you just kind of
raising the same lovely puppy with the goal that he
also might go on to be a seeing eye dog?
S2 (05:33):
Correct. So everything else is the same. The differences are
the immunisation schedule is a little bit different and then
they're with us longer. So it's another three months to
what the normal what I've been used to before.
S1 (05:46):
Um and the same with with with mirroring I guess.
Then you've got two of them just for a kind
of slightly more extended period.
S2 (05:53):
Yes, I have Unexpectedly, yes. It's busy with two dogs.
S1 (05:58):
And do you bring them both into kindy?
S2 (06:01):
Yes I do.
S1 (06:02):
How long have you been bringing the pups to kindy?
Is that the whole 17 years?
S2 (06:06):
Absolutely, yes. So when I first started, I had to
ask the employer if they're happy for the puppy to
come in and also the families. And then for the
first few years, I surveyed the families and just asked them,
you know, like, were they happy with me taking the
puppy in? What do they see as the benefits? Were
they worried about anything? So I did that for a
few years and then all the feedback was always positive,
(06:27):
so I haven't I didn't do it after that. But yes,
they come with me to kinder every day. They're always tethered,
so they're never off lead with the children because if
you know Labradors, they're quite boisterous and I'm sure they
would knock children over in the excitement of having 27
children running around with them, so tethered while the children
are there. And then when the children leave, they can
have a run out in the playground. And we also
(06:49):
go down to Boundary Beach in Bush one day a
day a week, so the puppies get to come and
spend that time at the beach with us. Five hours
walking around. Also tethered, obviously. But, um, they get that
outside outside environment for, yeah, five hours.
S1 (07:04):
Is that part of the Bush type of the reasoning
behind the going outdoors?
S2 (07:10):
Yes. So we developed that program about 15 years ago
where we wanted to just give the children time to
slow down and appreciate the moment and, um, connect them
with the environment around us. And then through doing that,
we realize we also weren't bringing First Nations teachings into
our program. So we also talk a lot about the
(07:32):
importance of caring for country and looking after each other
and the relationships between not only humans, but the relationship
between non-human being the trees and the waterways and the
birds and the animals.
S1 (07:45):
And now, I guess you've had quite a few generations
that are going to grow up from an earlier age,
much more aware, I guess, of of indigenous care of
land and that type of culture as well, which is,
which is quite special.
S2 (07:57):
Yes. Not just the children though. So the children are
teaching up so their families and their grandparents are learning
from them as well. So it has like a ripple
effect beyond just our centre.
S1 (08:07):
I guess it really does tell you the importance of
teaching children, you know, not just assuming that you have
to teach the parents to teach them. It really can
be that the change can come from the youngest of
the family.
S2 (08:17):
Absolutely. It definitely does. Yes.
S1 (08:21):
So what do you think that taking the dogs to
kindy is like for the children, you know, what do
you think that the kids think? And, you know, I guess,
what do they learn about the dogs?
S2 (08:30):
Sure. They gain a great understanding about the difference between
working dogs and pets, and they'll be great advocates, like
out in the shopping centres and things with their adults
to say, you know, don't touch that dog. We know
it's a working dog. So they get a really good
sense of what that's like. They He also gained understanding
about caring for the puppy. So, you know, they remind me,
(08:52):
have I given them water? Have I fed them yet?
They need to go to the toilets, all those sorts
of things. Surprisingly, sometimes we use them like a therapy dog.
If children are feeling quite distressed or unsure, the dogs
can help them calm down. So they could have like
a pet time. Or sometimes I let them lead them.
If they're just needing a bit of distraction for feeling
(09:12):
a bit dysregulated. And children who have not grown up
with dogs and are a bit nervous around them over
the 12 months that they're with me, they tend to
relax more and have a greater understanding and appreciation that
they're okay to be around, but still with still with
care about being safe around them. So, you know, children
(09:34):
often in homes, they'll cuddle their dogs and put their
faces near their faces. And I talk a lot about
keeping their faces away from their mouth because they're still
dogs and you never know what they're going to do.
And children are also unpredictable. So even the best dog
can have a bad moment or second. So we talk
also a lot about respecting the dog and and being
calm with it. They're also great advocates for look out
(09:59):
eating a stick or look out Wiggles got the toy.
So those sorts of things, and they'll be running around
trying to get me to make sure that the dogs
aren't eating things they're not meant to be. And they
learn to keep their lunch boxes and their play toys
out of the reach of the puppies. Otherwise they may
end up in the puppy's mouth.
S1 (10:17):
I think it's kind of amazing hearing that. Like, I mean,
it's been a while since I've been at kindy and
I don't remember learning any of those types of lessons,
but it sounds like you're really raising some quite considerate
human beings who are looking out for the dogs and
really being mindful about things in a different way.
S2 (10:33):
Yes, I'm hoping that's the case. And of course, like all,
every child is different and some children will really be,
you know, completely on board with helping me with the dogs.
And some wouldn't even know if they're if they're there
every day. So there's still that diversity within the group,
of course. But, um, yeah, I've always got a core
group that are very focused, like, where's their toy? Have
they been fed? Have you given them water? Anything I
(10:55):
can do to help? Can I walk one of them now?
Especially now, I've got two when we're down the beach
and the bush. Like, can I walk one? Because Mary
has learnt everything so the children can walk him. Can
we walk him like. Yeah, but you've got to be
the boss of him still. Don't let him just pull
you around the beach.
S1 (11:11):
That's fascinating. I think you've got some baby puppet carers
on your hands then. Like so. Yeah, maybe.
S2 (11:17):
Absolutely not. Just potential ones. So the families that the
kinda the parents also are really attached to these puppies.
And one of them has just been accepted as a
puppy raiser. So she's just got her first dog.
S3 (11:29):
Oh, lovely.
S2 (11:31):
Um, my last dog who didn't make it. One of
the families actually purchased her, so she's still within the community.
So it's like a community raising these puppies.
S1 (11:40):
Um, which is really special. And I. And I guess
the puppies learn so much from the kids too. I'm
guessing that kind of gives them a really good amount
of exposure to things. And I guess, like when you
said the kids have to be mindful to pack up
things and keep themselves as neat as they can. The
puppies still have to exercise a little bit more impulse
control than they might, you know, around an adult office,
(12:01):
there's different temptations.
S2 (12:03):
Yes, there is. And and if you don't watch them
like they're having a nibble. I tie them up to
the piano because the piano is really heavy and they
can't drag that across the room. So the piano's had
a little bit of, um, chewing happening to it, and
the piano stool almost eaten through one of the legs.
So yes, they're still puppies, but I think within a
(12:25):
preschool setting, like there's lots of noise, like there's 27
children in the group and there's 3 or 4 adults
all the time. There's lots of noise and there's sudden noises.
So they're really become quite.
S1 (12:37):
Life proofed.
S2 (12:38):
Almost. Yes. So they don't respond to a sudden sound
or chaos or, you know, yesterday we had, um, a
band at the kinder, the children with a band, but
we had, um, music coming out of loudspeakers, we had microphones,
we had instruments, and the dogs were right next to
where all that was happening, and they were just sleeping
through that. So they come, you know, come quite desensitized,
(13:00):
I guess, to a lot of noise and action.
S1 (13:02):
It would be really interesting to if puppies would go
and graduate to handlers who have kids or around kids.
They've really got used to those very specific skills that
and strange things that happen around children.
S2 (13:16):
Yeah, I would think so. Yes. I remember once, um,
I can't remember who visited from Australia, but there was
about 3 or 4 people and the puppy was just
little at the time, and he was in a crate,
and the crate was like just in the middle of
the room. And the children used the wooden blocks to
build right up, right up the sides of the crate
and right across the top. And there was his dog
(13:37):
just in his crate. Didn't make a noise. Just let
the children build all around him. He couldn't even see
out by the end of it. But he was all.
He was calm. He was like being looked after still.
But yeah, that was sort of just an example of
how used to they are of seeing the children playing
around them.
S1 (13:52):
Yeah. And just, you know, being covered by blocks, you know,
it's like nothing touching you, but you're suddenly just in
darkness like that's.
S3 (14:00):
Yeah.
S1 (14:00):
Strange. So mirroring has a particularly special name. Are you
aware of the heritage of that one?
S2 (14:09):
Yes, I am, and I actually requested him because in Boonwurrung,
in Boonwurrung language, mirroring means eyes. And I think it's
a Wurundjeri word, but it means the same thing. It's
just pronounced differently. So we have a song about mirroring
and wearing, which is eyes and ears. So they already
were familiar with it and understood when he came that
(14:30):
it was. Yeah, that it was a wrong word for them.
S1 (14:33):
So you teach some of that Aboriginal and Torres Strait
Islander culture to the kids, and so they understand the
kind of significance of the word, as you said. But
do they understand the importance of recognizing that culture and
celebrating that? Does that make sense?
S2 (14:48):
Yes, I think they do. So we have something every
day would be around the corner on culture or First
Nations cultures in a more general sense, and they understand
that the story of invasion we've done, we do truth
telling with them. So they they really understand those concepts,
which are not concepts that I grew up with when
(15:08):
I was in school. And also lots of the parents
also had not heard any of those stories. So they're
very much advocates for First Nations and their stories, and
they are involved with First Nations people through learning, through, um,
the plants at the beach, like the bush Tucker, through music,
through song, through dance, through storytelling, um, through artwork. So
(15:33):
they're exposed to First Nations teachings in lots of different ways,
and they teach their families about it, and some of
them will, when they've been taught a word, say, for instance,
for a bird that's in Bunurong, they will only ever
refer to it using one language from then on. Um,
and I've heard a child have an argument with their
grandparent once because the grandparent was saying the English word
(15:55):
and the child was saying the wrong word and saying,
you're wrong, Nana. It's not called that. It's called this. So, yeah,
they really have a strong connection with the learnings that
we've been able to bring into the preschool.
S1 (16:07):
It's amazing really, just to think of how switched on
some kids are, because, you know, I think you assume
that it's, you know, unfairly thinking, you know, it's so
hard to teach a second language to children, but sounds
like they're really taking it all in.
S2 (16:19):
Yes. It's actually easier when they're younger.
S3 (16:22):
Yes.
S1 (16:24):
What is the thing that you find most rewarding or
positive about puppy caring?
S4 (16:30):
That's a really hard question to Answer.
S2 (16:33):
So they're just beautiful dogs. So that's probably one of
the main things is just they're gorgeous, they're gorgeous. They're caring,
they're loving, they're loyal, they're clever. They welcome us into
their lives. Even if they've only known you for one day,
they'll still wag their tail and be really happy to
(16:54):
to have you part of their lives. I love watching
the progress that they make. And obviously when if they graduate,
the feeling that you've raised a puppy that can help
someone is a pretty amazing feeling. I also love seeing
the smiles they bring to people's faces when I go places.
And you know, they tend to attract people that have
(17:16):
grown up with Labradors. So you hear all sorts of
stories about Labradors and lots of comments about, you know,
I wish my dog was that well behaved, but I
think like just the joy they bring to a lot
of people. And just as you're walking around like you just, yeah,
eyes are on you as you as you're walking in
or not on you. On the dogs. Sometimes they don't
actually see the people because the dogs take their identity.
(17:38):
So I think that's, um, that's really special to be
able to do that for people. And yeah, once they graduate,
just seeing I've met a couple of the people that
my puppy raised dogs have gone to. And just to
hear them talk about, you know, the the independence and
the relationship they have with that dog. Um, to know
I've been part of that process is, is really, really special.
S1 (18:00):
I think being in touch with some of those handlers
must be quite of a personal experience, too.
S2 (18:06):
Um, yes. It's pretty. Yeah. It's been emotional, actually, when
you just go and see and and the puppy always
remembers you. No matter how long it is since you've
seen them and, um, yeah, you've made a difference to
someone's life, which is pretty amazing and an honour.
S1 (18:23):
I suppose some of your earlier dogs would already be.
I mean, they'd already be retired by by Bye now.
S2 (18:30):
Yes, they would be. They might not even be still here.
S3 (18:33):
Um.
S1 (18:33):
Which is. Yeah. I mean, that's quite a lot of
of history, but, um. Yeah. Really special to be part
of that whole that whole cycle and that whole journey.
S2 (18:42):
Yes. Amazing. I was fortunate that the first four puppies
that I raised all graduated.
S1 (18:47):
Oh, wow.
S2 (18:48):
Um, I think that's quite unique that that happens. And, uh,
so when the fifth one failed or didn't make it,
I was devastated. And I was like, so grumpy with
everybody that had made that decision, including the dog and myself. And, uh, but,
you know, to see those, the first one that, um, passed,
which was my first puppy that I raised, and I
(19:09):
met the person that he went to, and she lived
in Western Australia. So she was actually over here and
I met her. And yeah, it was pretty surreal experience
to meet her and chat with her and, and see
the dog lead her off. And, you know, the person
walking really confidently next to him was, yeah, pretty special.
S1 (19:27):
And the dogs aren't really necessarily. I mean, sometimes they
look back, but they're not really looking back in the
same way.
S3 (19:32):
They kind of.
S2 (19:33):
No, no, no.
S3 (19:33):
No.
S1 (19:33):
They kind.
S3 (19:34):
Of go.
S2 (19:34):
I knew I was he knew I was there so
he could hear my voice. And when she was sitting down,
I could see him watching me moving around the space
that we're in. But, um, he was still very much
focused on what, you know, she was asking him to do.
S1 (19:46):
So going on the flip side, because I think it's
always an interesting question to ask, what do you find
the most challenging about puppy caring?
S2 (19:55):
I think people don't realize that when you take on
a puppy, it's like 24 hours a day that you've
got the puppy similar to as if you had a child,
and that when you're out and about, your attention needs
to be on what the dog's doing. So sometimes I
find that tricky, and sometimes I just want to go
on a walk by myself so I don't have to
think about anything else. But, um, I don't do that
(20:16):
very often because I'm committed to giving them as much
exposure as I can. So I think that part's challenging
when they first arrive, and then the training is not
quite there and there and they're not sleeping all night.
I go, why have I done this again? Um. But
then I remind myself why. And it's all good, but
that those first few weeks are pretty tricky. Um, if
(20:36):
you have a dog that barks, that's really challenging. I
had one during Covid that barked a lot. And, you know,
our stress levels were already really high in those first
couple of years. Um, so that was super stressful with
him barking and me already feeling stressed out by what
was going on. Two dogs is a lot of poo
to pick up. I'll say that's pretty challenging at the moment.
S3 (20:58):
Especially.
S1 (20:58):
Two larger ones. Now that Quiggle isn't exactly a tiny puppy,
you kind of have vaguely adult sized poos.
S2 (21:04):
I know you always have to talk about poo, right?
But it is really a factor. It is definitely a factor.
S3 (21:09):
Yeah.
S2 (21:09):
And, um, anything else that's challenging?
S1 (21:13):
Um, I suppose it's a bit like being a teacher.
You can't be too squeamish as a puppy carer.
S3 (21:19):
No.
S2 (21:20):
True.
S3 (21:22):
I think.
S2 (21:23):
Like I try not to see things as challenges. I
just go, well, that's a bit hard, but what can
I do to make it work? So I guess that's
sort of just like who I am as a person.
S1 (21:31):
Lots of problem solving.
S2 (21:33):
Sometimes I feel bad for the dogs at kinder, um,
because like, the children are there for five hours, so
there are some days they're tethered for five hours and
I haven't paid them any attention. But then I think, well,
the alternative would be they would be be home and
no one would be around. So at least they've got
people around them. So sometimes I feel a little guilty
about how busy I am and whether I'm giving them
(21:56):
enough attention and having two dogs. I am concerned that
I'm not giving enough one on one time, so I'm
really conscious of that. But I'm coming up to school holidays,
so I will be making an effort to to walk
him more on his own. Like it? Like the instructions
from the, um, trainers is just to take them separately
(22:18):
on the walks. But I don't have time to do
two separate walks a day. Sometimes I don't have time
to do any walks. So yeah, I feel like I
don't want to let him down because he's a good dog.
So I guess that that's just a challenge that I've
that I'm aware of that I need to address.
S1 (22:32):
Doubling up is is hard. It's not something that kind of,
I guess everyone would do. But when it, you know,
it's that's kind of the situation you find yourself in.
And then.
S3 (22:40):
Yeah.
S2 (22:41):
I probably wouldn't do it again, but I might not
have a choice. If they're both breeders, I'm like, oh, okay,
now I've got two dogs.
S1 (22:47):
Yeah. I mean that's that's the thing, isn't it? Giving
kind of giving up. One of them when you have
the option to not is is kind of.
S3 (22:53):
Yes.
S1 (22:54):
It's kind of tempting to hold on to.
S3 (22:56):
Yeah.
S2 (22:57):
Absolutely. Yeah. But they're both. Yeah. Mostly they're very good.
Merring was a great puppy. And he didn't eat or
chew or destroy anything, so he was quite an easy puppy.
So if you have a puppy that chews a lot, um,
that is quite tricky. Uh, which mirroring tends to do.
But he's he's getting better, but he's teaching me how
to do it, which is really interesting.
S3 (23:16):
Oh, squiggle.
S1 (23:17):
Squiggle does it. And then is teaching mirroring.
S3 (23:20):
Correct. Which, you know, is weird.
S2 (23:22):
Because mirroring the adult dog is meant to be, you know,
showing wiggle the.
S3 (23:26):
Way, but.
S2 (23:28):
Not always the.
S3 (23:29):
Case.
S1 (23:29):
Corrupted by the baby.
S3 (23:32):
Correct.
S2 (23:34):
And a little bit of jealousy with two dogs, as
I'm sure you've experienced as well, but we're managing that.
So yeah, not too much challenging for me. I think
the biggest thing is, I think for me, I want
to do the best I can for these dogs, so
I hardly ever leave them at home and I take
them like we've been to concerts and like they come
to the dentist with me and all those sorts of things.
(23:55):
So I feel like that's a commitment that I've made,
and I will take them with me to as many
places as I can, and sometimes that can be a
little bit stressful, depending on what that space is. But
mostly it's okay.
S1 (24:09):
So we did speak a bit about, I guess I
know there's some challenges of of having a puppy in
the classroom in terms of maybe the kind of tethering time,
but do you have any kind of messages to any
teachers or schools? Um, considering having a seeing eye dog, um, or,
you know, puppy or um, or seeing eye dogs breeder, um,
in the classroom.
S2 (24:29):
I think it's a really, really valuable experience. And I
do think that it brings calmness to the space. An
example was I was actually at a school the other day,
and the the children from the kindergarten, not just from
my kindergarten, from lots of different kindergartens, will come into
school for their first transition day. And there was one
little boy who was really, really nervous, but he was
(24:51):
interested in the dog. And I said to him, would
you like to just like, hold the dog for me?
And I've just got to run to get something. And
it was it wasn't very far away. And then he said, oh,
that'd be good. And then I said, would you like
to help him walk him into the classroom? And he said, oh,
that would be good. And then he sat down but
away from everyone else. And I said, can I just
tie him up here and leave him with you while
I run and see the other children? And he said,
(25:12):
oh yeah, that's good. So it like helped relax that child.
So even though that's not what these dogs role is,
I think that that can happen. Um, as an aside,
if you like, um, while they're learning and I think
just children that haven't been around animals, it's a great
way for them to have an understanding and their parents
have an understanding. If they're making a decision about bringing
a dog into their families, they've got an idea of
(25:33):
the commitment before they they purchase puppies that maybe end
up not being appropriate for their lives.
S1 (25:41):
Maybe. Good to realize about dog allergies, too.
S3 (25:44):
Correct? Yes.
S2 (25:45):
That's tricky. If you've got a child with dog allergy
in your class.
S1 (25:48):
Yes, that's that's fair.
S3 (25:49):
That is a fair point.
S1 (25:53):
So just to finish off, is there anything else that
you would like to share with people about your experiences
as a volunteer?
S2 (26:00):
It's a big load that you take on, but I
do work really hard employment wise, and the dogs just
fit around that. And I look back to when I
had my own dog, and she used to be here,
like 12 hours on her own. So how cruel was
I to her? So I love that these dogs can
come everywhere with me. Even if I can't give them attention,
(26:22):
they're still with me. And I think you can have
as much, um, socializing with the other puppy carers as
you choose. So there's lots of times and opportunities to
get together with the other puppy carers and hang around
after the training and have a chat and build friendships up.
So I think that's a really great way for that
to happen, if that's what you're looking for. So it's
(26:43):
not just about the dogs, but it's about all the
people that are a part of their process and them succeeding.
It's just a nice it's just a nice thing to do.
And people do ask like, how much does it cost?
So there's no cost involved. It's it's your time that
you're giving and everything else is covered by the organisation.
So there's no financial cost for people to be able
(27:04):
to do this.
S1 (27:06):
Like you said at the start, kind of yeah, having
a Labrador puppy is um, is is a lot. It's
a big commitment, not just purchasing the puppy, but then
the food and the vets and all of that type
of stuff. Um, it is nice that all of this
is covered.
S3 (27:20):
Yes, it is very nice.
S1 (27:23):
Well, thank you so much for an amazing, um, yeah,
17 or 18 years of volunteering and, um, and for
coming on the show and chatting about your story.
S3 (27:32):
My pleasure.
S2 (27:33):
Thanks for the.
S3 (27:34):
Opportunity.
S1 (27:41):
You've been listening to the Seeing Eye Dog show on
Vision Australia Radio. I hope you enjoyed my interview with
Karen talking about her life and volunteer story. I think
it's quite amazing that you can take your puppy into
that kind of education or early learning space, and the
benefits that both the dogs and kids get from each other.
If you are interested in finding out about puppy caring,
(28:02):
we are looking for puppy carers in parts of Victoria,
Queensland and New South Wales and as you may have guessed,
we are open to people working in education, early learning
such as kindy and in a range of other occupations
and lifestyles. So if you're interested in public hearing, we'd
love for you to head to our website at Vision
(28:25):
Australia and find out more, or talk to our team
about if you are interested. We also have an upcoming
information session on January 30th from 6 p.m. to 7 p.m.
Australian Eastern Daylight Time, or 5 to 6 in Queensland.
So if you're interested, head to that website, read up
about baby caring or attend an information session. We would
(28:46):
love to have you on board. If you'd like to
find out anything else about seeing eye dogs, the work
we do, how you can help, or becoming a handler,
you can head to that website at Vision Australia. Thank
you for listening to the Seeing Eye Dog show. Have
a lovely week and tune in same time next week
for another episode.
On Vision Australia radio. You're listening to the Seeing Eye
dog show. With me, your host, Harriet Moffatt. Today I'm
going to be joined by Seeing Eye Dogs puppy carer
Karen Anderson, who's going to be talking to us about
her life and her volunteer story. Karen is a grandmother,
a puppy and a breeder carer and a kindergarten teacher.
(00:31):
We're going to talk about her two current dogs, as
well as some of her past experiences, as well as
the impact on the children's lives in the kindergarten that
the dogs have and how it is for these puppies
raised around the children. So we're going to talk a
little bit about that experience in a quite unique environment.
We are looking for puppy carers across Victoria, parts of
(00:54):
Queensland and parts of New South Wales. So if you
are someone who is considering raising a puppy, especially if
you're interested in what it might be like raising a
puppy in a school or any early learning environment. Keep
having a listen and I hope you enjoy my interview
with Karen. Hi Karen, thank you for joining me on
(01:18):
the show today. Hi. I'd love to start off if
you are happy to introduce yourself, please.
S2 (01:24):
Hi, I'm Karen Anderson. I live on the Mornington Peninsula
on Boonwurrung country, and I'd like to acknowledge them as
the people, as the traditional custodians of this land and
recognise their strength and resilience in maintaining their cultures for
thousands of years. Welcome any First Nations who are listening
to this podcast and pay respects to elders, past and present.
(01:47):
I am a kindergarten teacher at a preschool. I've been
there since 1984. Yes, that's a very long time. And
I'm a mum of one child who's 29 and one
grandchild who is one.
S1 (02:02):
I'd like to also acknowledge the traditional owners of the
land where I am, which is Kooyong. Wurundjeri, Woiwurrung people
of the Kulin nation are the traditional custodians of this land.
So I'd love to find out a little bit about
the volunteer role that you have at CSIRO. So what
role are you doing as a volunteer with us?
S2 (02:22):
So my role is a puppy raiser, so I get
the puppies when they're roughly eight weeks, and then they
go into training from about 12 months onwards. And I
think I've been doing it for 17 or 18 years.
I can't exactly remember. Yeah. Initially I started because my
son wanted a Labrador puppy and I couldn't afford a
Labrador puppy. So I'm like, well, what else can I do?
(02:44):
Or maybe I could, I could volunteer and we'd have
our puppies and he'd be happy and I'd be giving
back to society, if you like, by helping to raise
the pups.
S1 (02:54):
And since then, what kind of keeps you coming back?
S2 (02:58):
Well, they're beautiful dogs to have in your lives, and
their time with me doesn't end in a death. So
I really like that. So while you're sad when you
give the pups up, you actually have these really great,
wonderful memories of your time with them. So that's why
I keep giving giving it a go. And also, I
guess my chance to give back to and help people.
S1 (03:19):
I think it's quite amazing that I guess what started
as kind of a one off goes into 17 or
18 years of volunteering.
S2 (03:27):
Yes. I never thought that was going to happen, but
here I am.
S1 (03:30):
I mean, is that also a bit like you at
at the kindy that you're at? Did you think, oh,
I'll work here 2 or 3 years. And now it's
been what, almost almost 41.
S2 (03:40):
Mhm. Pretty much. I um I stay in the same
place and I'm not good at changing things. So when
I'm comfortable and it's all working, I tend to just
stick with what I know and what I think I'm
good at. And yeah, so that's hence the same house,
same job. Still a Steal a puppy raiser.
S1 (03:59):
Brilliant. Well, we we love to have it. And, um,
I mean, you must have had quite a few puppies
through that. Through that time, too.
S2 (04:06):
Yes, I think, um, I've lost count. I'm up to
17 or 18, I think.
S1 (04:12):
And could you please introduce your current. I was going
to say dog, but dogs.
S2 (04:15):
I'm thinking yes, I do, I have, I have Mirring,
who is a golden Labrador. He is 18 months old
and he's been accepted into the breeding program. So he
will stay with me for longer than I've ever had before.
So when I have to say goodbye to him, it's
going to be super, super hard. He's a beautiful dog,
and while he was being assessed for what was his
(04:38):
next stage of his career, I got another one called Quiggle.
And Quiggle is eight months old and he's come in
through some organization that seed is part of. And, um,
they decide on what happens with him and when it happens.
So he'll be with me at least till he's 15
months old. And they decide on what the course of
action is, if you like, whether they de-sex him or
(05:00):
that sort of thing. So it's a little bit different
having just a cedar dog.
S1 (05:03):
So that's the, um, Oceanic Breeding cooperative, I think. And um.
S2 (05:07):
That is correct. Yes.
S1 (05:08):
It's kind of going to be, I guess, hopefully he'll
be able to be a be a stud dog, like marrying, um, and,
and go on to produce some wonderful dogs for a
schools across the region, I suppose.
S2 (05:22):
Um, yes, I think that's correct.
S1 (05:23):
Yes, but but I guess in terms of your your
role is anything different or are you just kind of
raising the same lovely puppy with the goal that he
also might go on to be a seeing eye dog?
S2 (05:33):
Correct. So everything else is the same. The differences are
the immunisation schedule is a little bit different and then
they're with us longer. So it's another three months to
what the normal what I've been used to before.
S1 (05:46):
Um and the same with with with mirroring I guess.
Then you've got two of them just for a kind
of slightly more extended period.
S2 (05:53):
Yes, I have Unexpectedly, yes. It's busy with two dogs.
S1 (05:58):
And do you bring them both into kindy?
S2 (06:01):
Yes I do.
S1 (06:02):
How long have you been bringing the pups to kindy?
Is that the whole 17 years?
S2 (06:06):
Absolutely, yes. So when I first started, I had to
ask the employer if they're happy for the puppy to
come in and also the families. And then for the
first few years, I surveyed the families and just asked them,
you know, like, were they happy with me taking the
puppy in? What do they see as the benefits? Were
they worried about anything? So I did that for a
few years and then all the feedback was always positive,
(06:27):
so I haven't I didn't do it after that. But yes,
they come with me to kinder every day. They're always tethered,
so they're never off lead with the children because if
you know Labradors, they're quite boisterous and I'm sure they
would knock children over in the excitement of having 27
children running around with them, so tethered while the children
are there. And then when the children leave, they can
have a run out in the playground. And we also
(06:49):
go down to Boundary Beach in Bush one day a
day a week, so the puppies get to come and
spend that time at the beach with us. Five hours
walking around. Also tethered, obviously. But, um, they get that
outside outside environment for, yeah, five hours.
S1 (07:04):
Is that part of the Bush type of the reasoning
behind the going outdoors?
S2 (07:10):
Yes. So we developed that program about 15 years ago
where we wanted to just give the children time to
slow down and appreciate the moment and, um, connect them
with the environment around us. And then through doing that,
we realize we also weren't bringing First Nations teachings into
our program. So we also talk a lot about the
(07:32):
importance of caring for country and looking after each other
and the relationships between not only humans, but the relationship
between non-human being the trees and the waterways and the
birds and the animals.
S1 (07:45):
And now, I guess you've had quite a few generations
that are going to grow up from an earlier age,
much more aware, I guess, of of indigenous care of
land and that type of culture as well, which is,
which is quite special.
S2 (07:57):
Yes. Not just the children though. So the children are
teaching up so their families and their grandparents are learning
from them as well. So it has like a ripple
effect beyond just our centre.
S1 (08:07):
I guess it really does tell you the importance of
teaching children, you know, not just assuming that you have
to teach the parents to teach them. It really can
be that the change can come from the youngest of
the family.
S2 (08:17):
Absolutely. It definitely does. Yes.
S1 (08:21):
So what do you think that taking the dogs to
kindy is like for the children, you know, what do
you think that the kids think? And, you know, I guess,
what do they learn about the dogs?
S2 (08:30):
Sure. They gain a great understanding about the difference between
working dogs and pets, and they'll be great advocates, like
out in the shopping centres and things with their adults
to say, you know, don't touch that dog. We know
it's a working dog. So they get a really good
sense of what that's like. They He also gained understanding
about caring for the puppy. So, you know, they remind me,
(08:52):
have I given them water? Have I fed them yet?
They need to go to the toilets, all those sorts
of things. Surprisingly, sometimes we use them like a therapy dog.
If children are feeling quite distressed or unsure, the dogs
can help them calm down. So they could have like
a pet time. Or sometimes I let them lead them.
If they're just needing a bit of distraction for feeling
(09:12):
a bit dysregulated. And children who have not grown up
with dogs and are a bit nervous around them over
the 12 months that they're with me, they tend to
relax more and have a greater understanding and appreciation that
they're okay to be around, but still with still with
care about being safe around them. So, you know, children
(09:34):
often in homes, they'll cuddle their dogs and put their
faces near their faces. And I talk a lot about
keeping their faces away from their mouth because they're still
dogs and you never know what they're going to do.
And children are also unpredictable. So even the best dog
can have a bad moment or second. So we talk
also a lot about respecting the dog and and being
calm with it. They're also great advocates for look out
(09:59):
eating a stick or look out Wiggles got the toy.
So those sorts of things, and they'll be running around
trying to get me to make sure that the dogs
aren't eating things they're not meant to be. And they
learn to keep their lunch boxes and their play toys
out of the reach of the puppies. Otherwise they may
end up in the puppy's mouth.
S1 (10:17):
I think it's kind of amazing hearing that. Like, I mean,
it's been a while since I've been at kindy and
I don't remember learning any of those types of lessons,
but it sounds like you're really raising some quite considerate
human beings who are looking out for the dogs and
really being mindful about things in a different way.
S2 (10:33):
Yes, I'm hoping that's the case. And of course, like all,
every child is different and some children will really be,
you know, completely on board with helping me with the dogs.
And some wouldn't even know if they're if they're there
every day. So there's still that diversity within the group,
of course. But, um, yeah, I've always got a core
group that are very focused, like, where's their toy? Have
they been fed? Have you given them water? Anything I
(10:55):
can do to help? Can I walk one of them now?
Especially now, I've got two when we're down the beach
and the bush. Like, can I walk one? Because Mary
has learnt everything so the children can walk him. Can
we walk him like. Yeah, but you've got to be
the boss of him still. Don't let him just pull
you around the beach.
S1 (11:11):
That's fascinating. I think you've got some baby puppet carers
on your hands then. Like so. Yeah, maybe.
S2 (11:17):
Absolutely not. Just potential ones. So the families that the
kinda the parents also are really attached to these puppies.
And one of them has just been accepted as a
puppy raiser. So she's just got her first dog.
S3 (11:29):
Oh, lovely.
S2 (11:31):
Um, my last dog who didn't make it. One of
the families actually purchased her, so she's still within the community.
So it's like a community raising these puppies.
S1 (11:40):
Um, which is really special. And I. And I guess
the puppies learn so much from the kids too. I'm
guessing that kind of gives them a really good amount
of exposure to things. And I guess, like when you
said the kids have to be mindful to pack up
things and keep themselves as neat as they can. The
puppies still have to exercise a little bit more impulse
control than they might, you know, around an adult office,
(12:01):
there's different temptations.
S2 (12:03):
Yes, there is. And and if you don't watch them
like they're having a nibble. I tie them up to
the piano because the piano is really heavy and they
can't drag that across the room. So the piano's had
a little bit of, um, chewing happening to it, and
the piano stool almost eaten through one of the legs.
So yes, they're still puppies, but I think within a
(12:25):
preschool setting, like there's lots of noise, like there's 27
children in the group and there's 3 or 4 adults
all the time. There's lots of noise and there's sudden noises.
So they're really become quite.
S1 (12:37):
Life proofed.
S2 (12:38):
Almost. Yes. So they don't respond to a sudden sound
or chaos or, you know, yesterday we had, um, a
band at the kinder, the children with a band, but
we had, um, music coming out of loudspeakers, we had microphones,
we had instruments, and the dogs were right next to
where all that was happening, and they were just sleeping
through that. So they come, you know, come quite desensitized,
(13:00):
I guess, to a lot of noise and action.
S1 (13:02):
It would be really interesting to if puppies would go
and graduate to handlers who have kids or around kids.
They've really got used to those very specific skills that
and strange things that happen around children.
S2 (13:16):
Yeah, I would think so. Yes. I remember once, um,
I can't remember who visited from Australia, but there was
about 3 or 4 people and the puppy was just
little at the time, and he was in a crate,
and the crate was like just in the middle of
the room. And the children used the wooden blocks to
build right up, right up the sides of the crate
and right across the top. And there was his dog
(13:37):
just in his crate. Didn't make a noise. Just let
the children build all around him. He couldn't even see
out by the end of it. But he was all.
He was calm. He was like being looked after still.
But yeah, that was sort of just an example of
how used to they are of seeing the children playing
around them.
S1 (13:52):
Yeah. And just, you know, being covered by blocks, you know,
it's like nothing touching you, but you're suddenly just in
darkness like that's.
S3 (14:00):
Yeah.
S1 (14:00):
Strange. So mirroring has a particularly special name. Are you
aware of the heritage of that one?
S2 (14:09):
Yes, I am, and I actually requested him because in Boonwurrung,
in Boonwurrung language, mirroring means eyes. And I think it's
a Wurundjeri word, but it means the same thing. It's
just pronounced differently. So we have a song about mirroring
and wearing, which is eyes and ears. So they already
were familiar with it and understood when he came that
(14:30):
it was. Yeah, that it was a wrong word for them.
S1 (14:33):
So you teach some of that Aboriginal and Torres Strait
Islander culture to the kids, and so they understand the
kind of significance of the word, as you said. But
do they understand the importance of recognizing that culture and
celebrating that? Does that make sense?
S2 (14:48):
Yes, I think they do. So we have something every
day would be around the corner on culture or First
Nations cultures in a more general sense, and they understand
that the story of invasion we've done, we do truth
telling with them. So they they really understand those concepts,
which are not concepts that I grew up with when
(15:08):
I was in school. And also lots of the parents
also had not heard any of those stories. So they're
very much advocates for First Nations and their stories, and
they are involved with First Nations people through learning, through, um,
the plants at the beach, like the bush Tucker, through music,
through song, through dance, through storytelling, um, through artwork. So
(15:33):
they're exposed to First Nations teachings in lots of different ways,
and they teach their families about it, and some of
them will, when they've been taught a word, say, for instance,
for a bird that's in Bunurong, they will only ever
refer to it using one language from then on. Um,
and I've heard a child have an argument with their
grandparent once because the grandparent was saying the English word
(15:55):
and the child was saying the wrong word and saying,
you're wrong, Nana. It's not called that. It's called this. So, yeah,
they really have a strong connection with the learnings that
we've been able to bring into the preschool.
S1 (16:07):
It's amazing really, just to think of how switched on
some kids are, because, you know, I think you assume
that it's, you know, unfairly thinking, you know, it's so
hard to teach a second language to children, but sounds
like they're really taking it all in.
S2 (16:19):
Yes. It's actually easier when they're younger.
S3 (16:22):
Yes.
S1 (16:24):
What is the thing that you find most rewarding or
positive about puppy caring?
S4 (16:30):
That's a really hard question to Answer.
S2 (16:33):
So they're just beautiful dogs. So that's probably one of
the main things is just they're gorgeous, they're gorgeous. They're caring,
they're loving, they're loyal, they're clever. They welcome us into
their lives. Even if they've only known you for one day,
they'll still wag their tail and be really happy to
(16:54):
to have you part of their lives. I love watching
the progress that they make. And obviously when if they graduate,
the feeling that you've raised a puppy that can help
someone is a pretty amazing feeling. I also love seeing
the smiles they bring to people's faces when I go places.
And you know, they tend to attract people that have
(17:16):
grown up with Labradors. So you hear all sorts of
stories about Labradors and lots of comments about, you know,
I wish my dog was that well behaved, but I
think like just the joy they bring to a lot
of people. And just as you're walking around like you just, yeah,
eyes are on you as you as you're walking in
or not on you. On the dogs. Sometimes they don't
actually see the people because the dogs take their identity.
(17:38):
So I think that's, um, that's really special to be
able to do that for people. And yeah, once they graduate,
just seeing I've met a couple of the people that
my puppy raised dogs have gone to. And just to
hear them talk about, you know, the the independence and
the relationship they have with that dog. Um, to know
I've been part of that process is, is really, really special.
S1 (18:00):
I think being in touch with some of those handlers
must be quite of a personal experience, too.
S2 (18:06):
Um, yes. It's pretty. Yeah. It's been emotional, actually, when
you just go and see and and the puppy always
remembers you. No matter how long it is since you've
seen them and, um, yeah, you've made a difference to
someone's life, which is pretty amazing and an honour.
S1 (18:23):
I suppose some of your earlier dogs would already be.
I mean, they'd already be retired by by Bye now.
S2 (18:30):
Yes, they would be. They might not even be still here.
S3 (18:33):
Um.
S1 (18:33):
Which is. Yeah. I mean, that's quite a lot of
of history, but, um. Yeah. Really special to be part
of that whole that whole cycle and that whole journey.
S2 (18:42):
Yes. Amazing. I was fortunate that the first four puppies
that I raised all graduated.
S1 (18:47):
Oh, wow.
S2 (18:48):
Um, I think that's quite unique that that happens. And, uh,
so when the fifth one failed or didn't make it,
I was devastated. And I was like, so grumpy with
everybody that had made that decision, including the dog and myself. And, uh, but,
you know, to see those, the first one that, um, passed,
which was my first puppy that I raised, and I
(19:09):
met the person that he went to, and she lived
in Western Australia. So she was actually over here and
I met her. And yeah, it was pretty surreal experience
to meet her and chat with her and, and see
the dog lead her off. And, you know, the person
walking really confidently next to him was, yeah, pretty special.
S1 (19:27):
And the dogs aren't really necessarily. I mean, sometimes they
look back, but they're not really looking back in the
same way.
S3 (19:32):
They kind of.
S2 (19:33):
No, no, no.
S3 (19:33):
No.
S1 (19:33):
They kind.
S3 (19:34):
Of go.
S2 (19:34):
I knew I was he knew I was there so
he could hear my voice. And when she was sitting down,
I could see him watching me moving around the space
that we're in. But, um, he was still very much
focused on what, you know, she was asking him to do.
S1 (19:46):
So going on the flip side, because I think it's
always an interesting question to ask, what do you find
the most challenging about puppy caring?
S2 (19:55):
I think people don't realize that when you take on
a puppy, it's like 24 hours a day that you've
got the puppy similar to as if you had a child,
and that when you're out and about, your attention needs
to be on what the dog's doing. So sometimes I
find that tricky, and sometimes I just want to go
on a walk by myself so I don't have to
think about anything else. But, um, I don't do that
(20:16):
very often because I'm committed to giving them as much
exposure as I can. So I think that part's challenging
when they first arrive, and then the training is not
quite there and there and they're not sleeping all night.
I go, why have I done this again? Um. But
then I remind myself why. And it's all good, but
that those first few weeks are pretty tricky. Um, if
(20:36):
you have a dog that barks, that's really challenging. I
had one during Covid that barked a lot. And, you know,
our stress levels were already really high in those first
couple of years. Um, so that was super stressful with
him barking and me already feeling stressed out by what
was going on. Two dogs is a lot of poo
to pick up. I'll say that's pretty challenging at the moment.
S3 (20:58):
Especially.
S1 (20:58):
Two larger ones. Now that Quiggle isn't exactly a tiny puppy,
you kind of have vaguely adult sized poos.
S2 (21:04):
I know you always have to talk about poo, right?
But it is really a factor. It is definitely a factor.
S3 (21:09):
Yeah.
S2 (21:09):
And, um, anything else that's challenging?
S1 (21:13):
Um, I suppose it's a bit like being a teacher.
You can't be too squeamish as a puppy carer.
S3 (21:19):
No.
S2 (21:20):
True.
S3 (21:22):
I think.
S2 (21:23):
Like I try not to see things as challenges. I
just go, well, that's a bit hard, but what can
I do to make it work? So I guess that's
sort of just like who I am as a person.
S1 (21:31):
Lots of problem solving.
S2 (21:33):
Sometimes I feel bad for the dogs at kinder, um,
because like, the children are there for five hours, so
there are some days they're tethered for five hours and
I haven't paid them any attention. But then I think, well,
the alternative would be they would be be home and
no one would be around. So at least they've got
people around them. So sometimes I feel a little guilty
about how busy I am and whether I'm giving them
(21:56):
enough attention and having two dogs. I am concerned that
I'm not giving enough one on one time, so I'm
really conscious of that. But I'm coming up to school holidays,
so I will be making an effort to to walk
him more on his own. Like it? Like the instructions
from the, um, trainers is just to take them separately
(22:18):
on the walks. But I don't have time to do
two separate walks a day. Sometimes I don't have time
to do any walks. So yeah, I feel like I
don't want to let him down because he's a good dog.
So I guess that that's just a challenge that I've
that I'm aware of that I need to address.
S1 (22:32):
Doubling up is is hard. It's not something that kind of,
I guess everyone would do. But when it, you know,
it's that's kind of the situation you find yourself in.
And then.
S3 (22:40):
Yeah.
S2 (22:41):
I probably wouldn't do it again, but I might not
have a choice. If they're both breeders, I'm like, oh, okay,
now I've got two dogs.
S1 (22:47):
Yeah. I mean that's that's the thing, isn't it? Giving
kind of giving up. One of them when you have
the option to not is is kind of.
S3 (22:53):
Yes.
S1 (22:54):
It's kind of tempting to hold on to.
S3 (22:56):
Yeah.
S2 (22:57):
Absolutely. Yeah. But they're both. Yeah. Mostly they're very good.
Merring was a great puppy. And he didn't eat or
chew or destroy anything, so he was quite an easy puppy.
So if you have a puppy that chews a lot, um,
that is quite tricky. Uh, which mirroring tends to do.
But he's he's getting better, but he's teaching me how
to do it, which is really interesting.
S3 (23:16):
Oh, squiggle.
S1 (23:17):
Squiggle does it. And then is teaching mirroring.
S3 (23:20):
Correct. Which, you know, is weird.
S2 (23:22):
Because mirroring the adult dog is meant to be, you know,
showing wiggle the.
S3 (23:26):
Way, but.
S2 (23:28):
Not always the.
S3 (23:29):
Case.
S1 (23:29):
Corrupted by the baby.
S3 (23:32):
Correct.
S2 (23:34):
And a little bit of jealousy with two dogs, as
I'm sure you've experienced as well, but we're managing that.
So yeah, not too much challenging for me. I think
the biggest thing is, I think for me, I want
to do the best I can for these dogs, so
I hardly ever leave them at home and I take
them like we've been to concerts and like they come
to the dentist with me and all those sorts of things.
(23:55):
So I feel like that's a commitment that I've made,
and I will take them with me to as many
places as I can, and sometimes that can be a
little bit stressful, depending on what that space is. But
mostly it's okay.
S1 (24:09):
So we did speak a bit about, I guess I
know there's some challenges of of having a puppy in
the classroom in terms of maybe the kind of tethering time,
but do you have any kind of messages to any
teachers or schools? Um, considering having a seeing eye dog, um, or,
you know, puppy or um, or seeing eye dogs breeder, um,
in the classroom.
S2 (24:29):
I think it's a really, really valuable experience. And I
do think that it brings calmness to the space. An
example was I was actually at a school the other day,
and the the children from the kindergarten, not just from
my kindergarten, from lots of different kindergartens, will come into
school for their first transition day. And there was one
little boy who was really, really nervous, but he was
(24:51):
interested in the dog. And I said to him, would
you like to just like, hold the dog for me?
And I've just got to run to get something. And
it was it wasn't very far away. And then he said, oh,
that'd be good. And then I said, would you like
to help him walk him into the classroom? And he said, oh,
that would be good. And then he sat down but
away from everyone else. And I said, can I just
tie him up here and leave him with you while
I run and see the other children? And he said,
(25:12):
oh yeah, that's good. So it like helped relax that child.
So even though that's not what these dogs role is,
I think that that can happen. Um, as an aside,
if you like, um, while they're learning and I think
just children that haven't been around animals, it's a great
way for them to have an understanding and their parents
have an understanding. If they're making a decision about bringing
a dog into their families, they've got an idea of
(25:33):
the commitment before they they purchase puppies that maybe end
up not being appropriate for their lives.
S1 (25:41):
Maybe. Good to realize about dog allergies, too.
S3 (25:44):
Correct? Yes.
S2 (25:45):
That's tricky. If you've got a child with dog allergy
in your class.
S1 (25:48):
Yes, that's that's fair.
S3 (25:49):
That is a fair point.
S1 (25:53):
So just to finish off, is there anything else that
you would like to share with people about your experiences
as a volunteer?
S2 (26:00):
It's a big load that you take on, but I
do work really hard employment wise, and the dogs just
fit around that. And I look back to when I
had my own dog, and she used to be here,
like 12 hours on her own. So how cruel was
I to her? So I love that these dogs can
come everywhere with me. Even if I can't give them attention,
(26:22):
they're still with me. And I think you can have
as much, um, socializing with the other puppy carers as
you choose. So there's lots of times and opportunities to
get together with the other puppy carers and hang around
after the training and have a chat and build friendships up.
So I think that's a really great way for that
to happen, if that's what you're looking for. So it's
(26:43):
not just about the dogs, but it's about all the
people that are a part of their process and them succeeding.
It's just a nice it's just a nice thing to do.
And people do ask like, how much does it cost?
So there's no cost involved. It's it's your time that
you're giving and everything else is covered by the organisation.
So there's no financial cost for people to be able
(27:04):
to do this.
S1 (27:06):
Like you said at the start, kind of yeah, having
a Labrador puppy is um, is is a lot. It's
a big commitment, not just purchasing the puppy, but then
the food and the vets and all of that type
of stuff. Um, it is nice that all of this
is covered.
S3 (27:20):
Yes, it is very nice.
S1 (27:23):
Well, thank you so much for an amazing, um, yeah,
17 or 18 years of volunteering and, um, and for
coming on the show and chatting about your story.
S3 (27:32):
My pleasure.
S2 (27:33):
Thanks for the.
S3 (27:34):
Opportunity.
S1 (27:41):
You've been listening to the Seeing Eye Dog show on
Vision Australia Radio. I hope you enjoyed my interview with
Karen talking about her life and volunteer story. I think
it's quite amazing that you can take your puppy into
that kind of education or early learning space, and the
benefits that both the dogs and kids get from each other.
If you are interested in finding out about puppy caring,
(28:02):
we are looking for puppy carers in parts of Victoria,
Queensland and New South Wales and as you may have guessed,
we are open to people working in education, early learning
such as kindy and in a range of other occupations
and lifestyles. So if you're interested in public hearing, we'd
love for you to head to our website at Vision
(28:25):
Australia and find out more, or talk to our team
about if you are interested. We also have an upcoming
information session on January 30th from 6 p.m. to 7 p.m.
Australian Eastern Daylight Time, or 5 to 6 in Queensland.
So if you're interested, head to that website, read up
about baby caring or attend an information session. We would
(28:46):
love to have you on board. If you'd like to
find out anything else about seeing eye dogs, the work
we do, how you can help, or becoming a handler,
you can head to that website at Vision Australia. Thank
you for listening to the Seeing Eye Dog show. Have
a lovely week and tune in same time next week
for another episode.
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