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 (η_p² = 16) and positive coping (η_p² =.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.

摘要

目标：社会和情感学习 (SEL) 是学前教育的核心。尽管有许多 SEL 计划来指导幼儿教师的实践，但很少将同理心作为教学或评估的重点。

方法： 这项研究检查了早期教授同理心的方法，并调查了促进其发展的技能。69名学龄前儿童（M = 54 个月）在六周内参加了手动应对能力计划（n = 35）或替代体验式 SEL 计划（n = 34），以增强同理心、亲社会行为和应对能力。

结果： 被老师评为更亲社会并使用更积极应对策略的学龄前儿童也被发现更具有同理心。COPE-Resilience 组 在干预后在亲社会行为 (η _p ²  = 16) 和积极应对 (η _p ² =.25)方面表现出更显着的改善。

结论： 在学龄前儿童的艺术作品和教师访谈中发现了移情理解巩固的证据。讨论了对学前同理心计划未来研究的影响。