Literaturnachweis - Detailanzeige
Autor/inn/en | Soliman, Danielle; Frydenberg, Erica; Liang, Rachel; Deans, Jan |
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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 |
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 |
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 |