Enhancing Empathy in Preschoolers: A Comparison of Social and Emotional Learning Approaches

Autor/inn/en	Soliman, Danielle; Frydenberg, Erica; Liang, Rachel; Deans, Jan
Titel	Enhancing Empathy in Preschoolers: A Comparison of Social and Emotional Learning Approaches
Quelle	In: Educational and Developmental Psychologist, 38 (2021) 1, S.64-76 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1080/20590776.2020.1839883
Schlagwörter	Empathy; Social Emotional Learning; Preschool Children; Preschool Education; Coping; Prosocial Behavior; Foreign Countries; Child Behavior; Behavior Problems; Intervention; Program Effectiveness; Australia; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Empathie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bewältigung; Ausland; Australien
Abstract	Objective: Social and Emotional Learning (SEL) is at the heart of preschool education. Although there are many SEL programmes to guide early childhood teachers' practice, seldom has empathy been a focus for teaching or assessment. Method: This study examined methods to teach empathy in the early years and investigated skills that promote its development. Sixty-nine preschoolers (M = 54 months) participated in either the manualized COPE-Resilience programme (n = 35) or alternative experiential SEL programme (n = 34) over six-weeks to enhance empathy, prosocial behaviour and coping. Results: Preschoolers, who were rated as more prosocial and used more positive coping strategies by their teachers, were also found to be more empathic. The COPE-Resilience group showed more significant improvements in prosocial behaviour ([eta][subscript p][superscript 2] = 16) and positive coping ([eta][subscript p][superscript 2] = 0.25) following the intervention. Conclusion: Evidence of the consolidation of empathic understanding was found in the preschoolers' artwork and teacher interviews. Implications for future research in preschool empathy programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01