Promoting Empathy in Kindergarteners
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Abstract
Empathy is a part of social skills that kindergarteners employ on their daily lives and it affects quality of relationship-building with others. The goals of this academic article are to present knowledge of kindergartener’s empathy development. Also, the guidelines for developing and supporting this ability will be discussed. Empathy, unfortunately, does not develop naturally. Instead, it involves both internal and external factors. The external factors which are the key figures in this developmental process include parents, teachers, and those in the children's close social circles. They are obliged to understand their roles and responsibilities, and the significance of empathy development. Their support is vital in nurturing kindergarteners to develop an appropriate understanding of others' emotions, ultimately shaping them into empathetic adults. The contents of this article comprise 2 main areas. First, this paper begins with the definition of empathy, components of empathy in kindergarteners and the development of empathy in infants up to kindergarteners, and factors that influence the development of empathy. Second, the guidelines for promoting empathy. This last topic will be presented in two sub-issues. The first sub-issue is strategies for organizing activities and the classroom environment, as well as examples of programs to promote empathy that can help caregivers and those who work with children provide assistance and support for children to develop their understanding of feelings appropriately for their age.
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สำนักงานเลขาธิการสภาการศึกษา และองค์การทุนเพื่อเด็กแห่งสหประชาชาติ (ยูนิเซฟ) ประเทศไทย. (2561). แนะแนววิธีการเลี้ยงดู ดูแลและพัฒนาเด็กปฐมวัยตามสมรรถนะ เพื่อเพิ่มคุณภาพเด็กตามวัย 0-5 ปี. พริกหวาน กราฟฟิค จำกัด.
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