• Jan 15, 2021

helps to form Communication with animals with children set of useful qualities. Including ability to care for others. What in the way communication with animals influences development of the child?

The Small Child and Dog Lie on a Photo Grass
of the Photo: pixabay.com

Traditionally children are perceived as those about whom zaboitsya, but not those who can to take care of others. And most often in education emphasis is placed on formation independence and initiatives. And here the ability to care for others is frequent it is underestimated both by parents, and teachers. It is considered that when children grow and become parents, at them automatically "wake up" parental feelings. However researches testify to another.

Early experience of the child creates model of the relations which he transfers in adulthood. And, for example, the tendency to violence is transferred from generation in generation. Children are not "store" of experience which will be shown later. Children in interaction with the world around actively learn to behave this or that in the way.

Also researches say that the care is formed and develops in the childhood. A basis of this line – safe attachment the child to the adult and formation of other social communications. And, probably, you are not surprised if you learn that these social communications are formed not only with people, but also with animals. If in the house there are pets, they often become important family members.

Besides, the wellbeing animals depends on human care. Pets very clearly report about the requirements and provide immediate feedback if these requirements are not satisfied. And if requirements are satisfied, favourites right there provide the most powerful positive reinforcement. Moreover, care of others positively affects our own health. And children have less, than the adult, it is important to have this experience of care of others. Thus at children the feeling of own importance and skill is formed.

Care of animals can be especially useful to boys. Because of that, that care is associated in consciousness of children with "women's work" or "what is done by mothers", from 3 years and furthermore since 4 – 5 years boys are interested in younger brothers and sisters and care of them and even less avoid to be "nurses". However the similar association does not arise when the speech goes about care of animals, there is no difference between boys and girls here.

It became clear that all children are strongly attached to pets, and with age this attachment only increases. And communication was found between affection for the pet, to ability to care for it, and problems in behavior of children. The attachment, the less problems is higher children cause to parents and the quicker they adapt to changes in the life (for example, with transition from kindergarten to school).

Children also accumulate knowledge of needs of animals and of how to satisfy these requirements. And the children who were more attached to pets, better understood that their animals feel and as it is possible to look after them. These children really created "the internal working model" of care.

There are also additional pluses of communication of the child with an animal. Children study to understand nonverbal signals, and in the course of fuss with favourites receive necessary tactile stimulation and "tactile comfort."

However it is impossible to underestimate influence of family. The relations in family can to strengthen that positive impact which communication has on children with animals or to nullify it.

Also there is an opinion that interaction with animals can "to protect" the child from a stress in family, but what type of interaction and in what quantity it is necessary for this purpose while it is precisely unknown.

Source: Gail F. Melson, Ph.D, professor Purdue university, children's and family psychologist. It is published in the edition "People, animals, environment".

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