Characteristics of communication skills in children belonging to multispecies families

Santa Helena, Ana Paula; Cunha, Maria Claudia

doi:10.1590/2317-1782/20232021298en

Ana Paula Santa Helena

data interpretation

writing

final review

Programa de Estudos Pós-graduados em Fonoaudiologia, Faculdade de Ciências Humanas e da Saúde, Pontifícia Universidade Católica de São Paulo - PUC-SP - São Paulo (SP), Brasil.

https://orcid.org/0000-0002-5262-8671

Maria Claudia Cunha

guidance

data interpretation

final review

Programa de Estudos Pós-graduados em Fonoaudiologia, Faculdade de Ciências Humanas e da Saúde, Pontifícia Universidade Católica de São Paulo - PUC-SP - São Paulo (SP), Brasil.

https://orcid.org/0000-0003-3198-6995

Conflict of interests: nothing to declare.

Correspondig address: Ana Paula Santa Helena Programa de Estudos Pós-graduados em Fonoaudiologia, Faculdade de Ciências Humanas e da Saúde, Pontifícia Universidade Católica de São Paulo Rua Ministro Godoy, 969, 4º andar - Sala 4E-13, Perdizes, São Paulo (SP), Brasil, CEP: 05015-901. E-mail: apsh.psicologia@gmail.com

Author contributions

APSH: data interpretation, writing and final review of the manuscript; MCC: guidance, data interpretation, and final review of the manuscript.

Tables (8)

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Nome (por extenso) do responsável pelo preenchimento do questionário: Quantas pessoas residem na sua casa? Sobre cada um dos integrantes da sua família, descreva abaixo: Iniciais Data de nascimento Grau de parentesco Escolaridade Profissão Sobre a criança que participará da pesquisa responda: Qual o status marital dos pais da criança? () Solteiro () Casado ou união estável () Divorciado () Viúvo A criança frequenta a escola? () Sim. Desde que idade? _____ () Não Caso a criança frequente a escola, responda: () Meio período () Período integral A escola pertence a: () Rede pública () Rede particular Além da escola, a criança participa de alguma atividade extracurricular? () Sim. Qual? ________ () Não Caso a criança não frequente a escola, responda? A criança participa de alguma atividade? () Sim. Qual? ________________ () Não Quem é o adulto responsável pelos cuidados diários da criança? ___________________________________________________________________ Em relação ao adulto responsável por estes cuidados, responda: Idade: _______ Grau de parentesco com a criança: __________________________Escolaridade: ______________ Quantos e quais são os animais de estimação vivem na sua casa? Animal de estimação Quantos () Cão () () Gato () () Outro (s) () Sobre seu cão, responda: Nome do cão: Idade do cão: Raça Há quanto tempo o cão (ou cada um deles) está na família? Quais são as características comportamentais do seu cão (ou de cada um deles? Quem é responsável pela alimentação do (s) cão (s)? Seu cão vai ao veterinário? () Sim () Não Se sim, com que frequência? () Semestralmente () Anualmente () Somente quando necessário Quais espaços da casa seu cão tem acesso livre? () Acesso a todos os cômodos da casa () Acesso a alguns cômodos da casa () Acesso apenas a área externa da casa Em qual dos cômodos da casa o (s) cão (s) dorme? Seu cão participa de atividades com a família? Se sim, quais? Ocorreram mudanças da interação da família após a chegada do cão? Se sim, cite as principais de você observou. Você celebra o aniversário do seu cão? (Marque sua resposta com um X) () Sim, sempre () As vezes () Nunca Por que a família decidiu ter um animal de estimação? A família já deixou de fazer alguma coisa em função do (s) cão (s)? Você considera o seu cão um integrante da sua família? (Marque sua resposta com um X). () Sim () Não Houve alguma mudança na relação com o cão depois da chegada da criança na família?

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Chart 1
Characterisation of the study sample

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Table 1
Content analysis categories regarding the 0-11 month age group

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Table 2
Content analysis categories regarding the 12-24 month age group

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Table 3
Content analysis categories regarding the 2:1-3:0 year age group

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Table 4
Content analysis categories regarding the 3:1-4:0 year age group

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Table 5
Content analysis categories regarding the 4:1-5:0 year age group

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Name (in full) of the person responsible for filling in the questionnaire: How many people live in your household? Provide the following information about each member of your family: Initials Date of birth Kinship Schooling Occupation About the child who participating in the study: What is the marital status of the child’s parents? () Single () Married or stable union () Divorced () Widowed Does the child attend school? () Yes. Since what age? _____ () No If the child attends school, please answer: () Part-time () Full-time The school belongs to: () Public network () Private network Does the child participate in any extracurricular activity? () Yes. Which one(s)? ________ () No If the child does not attend school, please answer: Does the child participate in some activity? () Yes. Which one(s)? ________________ () No Who is the responsible adult for the child’s daily care? ___________________________________________________________________ With respect to the responsible adult for this care, please answer: Age: _______ Degree of family relationship with the child: __________________________ Level of education: ______________ How many and which pets live in your home? Pets How many? () Dog () () Cat () () Other(s) () About your dog, please answer: Name: Age: Breed How long has the dog (or each of them) been in the family? What are the dog’s/dogs’ behavioral characteristics? Who is responsible for feeding the dog(s)? Does your dog go to the vet? () Yes () No If so, how often? () Half-yearly () Annually () Only when necessary What rooms in your house does the dog visit? () Access to all rooms () Access to some rooms () Access only the external area In which room of the house does the dog(s) sleep? Does your dog participate in activities with the family? If yes, which ones? Has the family interaction changed after the new dog’s arrival? If yes, please name the main ones you have observed. Do you celebrate your dog’s birthday? () Always () Sometimes () Never Why has the family decided to have a pet? Has the family ever stopped doing anything because of the dog(s)? Do you consider your dog a member of your family? () Yes () No Has there been any change in the relationship with the dog after the arrival of the child in the family?

Variable	Category	N	%
Sex	Male	17	50.00
Sex	Female	17	50.00
Age group	0-11 months	6	17.65
	12-24 months	16	47.06
	2:0-3:0 years	4	11.76
	3:1-4:0 years	4	11.76
	4:1-5:0 years	4	11.76
Total		34	100.00
Age (n=34)		Minimum - maximum (years)
Age (n=34)		0.25-4.41

Categories	Examples
Child-to-dog communication	On the floor, positioned in front of the dog (lying down), E. stretches and swings her arms crying. The mother asks: “Are you talking to Bubu?” She continues crying and looking at the dog, when the mother asks: “Do you want to get close to him? Do you? Let me see if that’s what you want.”
Interlocutor mediates child-to-dog communication	In the room, the parents are present, the baby’s sitting on the floor together with the two family dogs. The mother offers the child a biscuit. She starts to eat it and babbles: “nhanhanha”. When, then, one of the two dogs approaches and, slyly, takes the biscuit that was in one of her hands. The mother promptly intervenes, saying: “It’s over A., you lose! You’ve lost your biscuit A.”.
Interlocutor stimulates contact between child and dog	While holding her baby to burp, the mother says: “Are you well-fed, darling? Let’s sit over there on the sofa and see if Cruzer comes with us,” referring to the dog.
Interlocutor interprets the dog’s behavior for the child	The mother, interacting with the children, throws a toy (called Genoveva) for the dog to fetch it and bring it back. The dog does not respond to the play and the mother, establishing eye contact with the child, says, “Tita doesn’t want to play.”, touching her baby afterwards.
Body contact between child and dog	Sitting on the floor with the mother and older brother, the baby spontaneously crawls towards the dog, which is lying down. Balancing himself, the baby touches one of its paws (front). The dog moves and the baby reaches out towards the other (back) paw. The dog remains lying down, E. passes his hand and pulls its fur. The baby crawls again and changes the paw to be touched, when the mother warns: “Hey, no pulling huh!”

Categories	Examples
Child-to-dog communication	The mother, her daughter, and the two family dogs are sitting outside. G. spontaneously picks up a small ball from the ground, runs towards one of the dogs, called Samanta, and says: “Oinha, oinha, oinha. A Sá.”, then she puts the ball in the dog’s mouth.
Interlocutor mediates child-to-dog communication	The father and two dogs are sitting in the doorway when the daughter approaches babbling and touches the dog’s ear. The father says: “Thor's ear”. He continues talking about the parts of the dog’s body and asking G. to show: “And Thor’s tail? And Thor’s butt? And Thor’s paw?” G. plays answering, “”The pi.” And the father continues, “And Thor’s mouth?”
Interlocutor stimulates contact between child and dog	In the living room, with the child and the dog, the mother with a plush toy in her hand says to her son: “”Throw the plush toy (cat) for Popcorn to catch. Throw it to Popcorn. Catch it Popcorn, catch it”. F. takes the plush toy and, imitating his mother, said: “Éga!”. Then his mother insists: “Catch it Popcorn. Throw it, throw it, 1, 2, 3 and here it goes”.
Interlocutor interprets the dog’s behavior for the child	A. is with her mother in her room while Max is outside at the window. A. picks up a child storybook among her toys (which she always asks for). Her mother says: “Hey daughter, this story again? That one? Can’t it be another one? What if we play something else?” Max vocalizes with a kind of howl. The mother interprets it: “Your brother doesn’t want to hear that story anymore, he’s tired of it. Just one time, okay?” The mother starts reading and Max howls, the mother laughs saying: “Not even your brother can take it anymore.”
Body contact between child and dog	M. is walking in the yard with her father, who is holding her by the hand. The dogs are walking together when the mother asks: “”Cuddle Luni, daughter. M. stretches out her arm, goes to Luni, and places both hands on its fur and then hugs it.

Categories	Examples
Child-to-dog communication	J. is in the living room playing with her mother. She makes food dishes with her toys and serves her mother. Amora comes closer and sits under her mother’s legs. J., in turn, approaches the dog and, touching its ears, says: “”Oi Amola, oi, oi.”
Interlocutor mediates child-to-dog communication	M. is playing with a doll stroller while Bruce is lying under the table. The mother warns: “Oh, I think Bruce is sick, baby.” M. walks towards the dog and, making a come gesture with her hands, says: “Tá dodói. Come Buce, come Buce.” Thereafter, she pretends to put a bandage on it saying, “That's his dodói.” M.'s great-grandmother asks, “What’s wrong with Bruce?” M. replies, “He has injured his knee.” M. asks “bisa” for her (toy) medicine. The great-grandmother separates it and she starts a joke with her mother saying, “I’m going to take care of Buxe.” M. examines the dog’s ear pretending she’s medicating it.
Interlocutor stimulates contact between child and dog	The mother, her two daughters and the dogs, Amora and Meg, are in the living room. The mother calls her daughter, who is interested in the video game: “Come here J.! Come and talk to Amora.” The sister, sitting on the floor with the dogs, says, “Hi Amora!” J. approaches the dog saying, “Hi Amola! Amolaaa! Amola is very crazy, she is crazy, crazy, crazy!” The mother asks J., “What color is Amora, daughter?” J. replies: “Black.” Her mother continues: “What color?” J. replies again: “Brown.”
Interlocutor interprets the dog’s behavior for the child	H. is in the living room with her parents and Alecrim, which is lying on the sofa. The mother looks at H. and says: “I think he wants a hug.” H. reaches to Alecrim, gives it a hug, and lays her face on Alecrim’s snout.

Categories	Examples
Child-to-dog communication	V. is in the backyard with the dogs. He finds one of the toys, picks it up, and shows it to Mike shaking it: “Here, here, here.” The dog shows no interest and V. runs away.
Interlocutor mediates child-to-dog communication	L. and her mother are walking in the woods with Lola (dog). While holding the leash, L. says: “Mom, have you seen Lola “chelando” the garbage? The mother tranquilizes her daughter: “I’ve seen it.” They continue the walk when Lola leaves the sidewalk and comes to the grass. L. pulls the dog back to the sidewalk saying to her mother: “She needs to come to the sidewalk, otherwise she will get her paws dirty”. The mother again tranquilizes her daughter, saying: “We’ll clean them up later.” Then she switched positions with her daughter while walking on the sidewalk so that Lola can walk on the grass, saying: “Lola wants to venture out onto the grass because it has more smells than the sidewalk.”
Interlocutor stimulates contact between child and dog	B. is in the living room with his brothers, his mother, and Ozzy (dog). His mother asks him, “Call the dog, call Ozzy.” B., who was holding a kind of toy trumpet in his mouth, repeats: “”Ozzy, Ozzy, Ozzy, Ozzy.” His mother laughs.
Interlocutor interprets the dog’s behavior for the child	L. is with her mother and her dog (Lola) taking their daily walk in the woods. L. is walking the dog when it starts to smell the ground. The mother explains: “Lola wants to poop, wait.” L. bends down and says, “No poop?” Her mother carries on saying, “Oh, it is tough for her, Lola has not eaten any fruit, right? Did you share your fruit with Lola?” L. answers: “I did.” Her mother explains: “Her bowels are stuck, darling.”
The child performs some care toward the dog	During a walk in the streets with Lola, L. says to her mother: “I am holding the dog’s leash. She will not get far from me”. Her mother asks: “No? And why not?” L. answers: “”Because otherwise someone will take her away.” Her mother continues: “And can someone take her away?” L. adds: “Otherwise, the person will take her away and there will be no more dogs in our house.” The mother asks L.: “And would you miss Lola?” L: “Yes.” The mother concludes: “Then we have to take care of her, right? “

Categories	Examples
Child-to-dog communication	L., who was in the yard telling the story of Little Red Riding Hood, runs into the house carrying a children’s book. She sits down on the floor, next to Pity. The mother says: “And Pity was waiting. Pity likes a story.” L. opens the book and says: “Once upon a time there was a Beauty.” She hugs the dog and then shows it the book so that Pity can look at the pictures. Pity moves away from L. and Nina gets closer. The mother says, “Tell Nina the story.” L. continues, with the book open: “Look over there, Nina.”
Interlocutor stimulates contact between child and dog	With her mother and the two dogs outside the house, G. comments: “They like Danone, don’t they mom?”. Her mother replies: “Do you want to give it to them? It’s ok.” G. replies: “I’ll give it to Magoo and you give it to Astro.” Mother and daughter go to the fridge, get the two yogurts. G. runs and offers it to the dog, saying: “Eat it Magoo.” She continues, “He gets all dirty! Here, take it!”
The child performs some care toward the dog	G.'s mother opens a cabinet and gets some saline solution and gauze. G. runs behind her, takes the saline solution saying: “I pour this water and mum wipes it with a cloth.” They go to the dogs and, while the mother holds one of them, G. passes the saline solution. The mother comments: “He has a lot of sleep, right?” G. says, “Now Astro, right? Wow, Astro has a lot of sleep.”
Child imitates dog’s behavior	The mother asks B. to stop playing video game and go to the backyard to play with Tita. He goes to the backyard with her, bends down, looks at her and says, “Woof, woof.” He goes back to his mum and says, “I’ve already tried.”

[1] Conflict of interests: nothing to declare.

Brasil

Brasil

Characteristics of communication skills in children belonging to multispecies families

ABSTRACT

Purpose

Methods

Results

Conclusion