การส่งเสริมการเข้าใจความรู้สึกผู้อื่นสำหรับเด็กวัยอนุบาล
Article Sidebar
Main Article Content
บทคัดย่อ
การเข้าใจความรู้สึกผู้อื่นเป็นส่วนหนึ่งของทักษะทางสังคมที่เด็กวัยอนุบาลใช้ในชีวิตประจำวันและส่งผลต่อคุณภาพของการสร้างความสัมพันธ์กับผู้อื่น บทความนี้มีวัตถุประสงค์เพื่อนำเสนอข้อมูลความรู้เกี่ยวกับการเข้าใจความรู้สึกผู้อื่นของเด็กวัยอนุบาลและแนวทางการส่งเสริมสนับสนุน การเข้าใจความรู้สึกผู้อื่นเป็นความสามารถที่ไม่ได้มีมาตั้งแต่กำเนิดหรือเกิดขึ้นเองตามธรรมชาติ แต่ต้องอาศัยทั้งปัจจัยภายในคือตัวเด็กเองและปัจจัยภายนอกที่ครอบคลุมตั้งแต่พ่อแม่ ครู และบุคคลรอบตัวเด็ก ซึ่งล้วนมีความสำคัญในการช่วยเหลือและส่งเสริมให้เด็กได้พัฒนาการเข้าใจความรู้สึกผู้อื่นได้อย่างเหมาะสมตามวัย เติบโตเป็นผู้ใหญ่ที่ใส่ใจผู้อื่น เนื้อหาบทความมี 2 ประเด็นหลัก คือ 1) ความรู้เกี่ยวกับการเข้าใจความรู้สึกผู้อื่นของเด็กวัยอนุบาล ประกอบด้วย ความหมายของการเข้าใจความรู้สึกผู้อื่น พัฒนาการของการเข้าใจความรู้สึกผู้อื่นตั้งแต่วัยทารกจนถึงเด็กวัยอนุบาล องค์ประกอบของการเข้าใจความรู้สึกผู้อื่นของเด็กวัยอนุบาล ปัจจัยที่มีผลต่อพัฒนาการการเข้าใจความรู้สึกผู้อื่น และ 2) แนวทางการส่งเสริมการเข้าใจความรู้สึกผู้อื่นของเด็กวัยอนุบาล ประกอบด้วย แนวทางการจัดกิจกรรมและสภาพบรรยากาศในชั้นเรียน และตัวอย่างโปรแกรมส่งเสริมการเข้าใจความรู้สึกผู้อื่น ที่จะช่วยให้ครูและผู้ที่ทำงานเกี่ยวข้องกับเด็กสามารถให้การช่วยเหลือและส่งเสริมให้เด็กสามารถพัฒนาการเข้าใจความรู้สึกได้อย่างเหมาะสมกับวัย
Article Details
References
สำนักงานเลขาธิการสภาการศึกษา และองค์การทุนเพื่อเด็กแห่งสหประชาชาติ (ยูนิเซฟ) ประเทศไทย. (2561). แนะแนววิธีการเลี้ยงดู ดูแลและพัฒนาเด็กปฐมวัยตามสมรรถนะ เพื่อเพิ่มคุณภาพเด็กตามวัย 0-5 ปี. พริกหวาน กราฟฟิค จำกัด.
Beceren, B. Ö., & Özdemir, A. (2019). Role of temperament traits and empathy skills of preschool children in predicting emotional adjustment. International Journal of Progressive Education, 15(3), 91-107. https://doi.org/10.29329/ijpe.2019.193.7
Bell, D. C. (2001). Evolution of parental caregiving. Personality and Social Psychology Review, 5(3), 216-229. https://doi.org/10.1207/S15327957PSPR0503_3
Belsky, J., & Pluess, M. (2009). Beyond diathesis stress: Differential susceptibility to environmental influences. Psychological Bulletin, 135(6), 885-908. https://doi.org/10.1037/a0017376
Ben-Ari, Y. (2008). Neuro-archaeology: pre-symptomatic architecture and signature of neurological disorders. Trends in Neurosciences, 31(12), 626-636. https://doi.org/10.1016/j.tins.2008.09.002
Brazelton, T. B., Koslowski, B., & Main, M. (1974). The origins of reciprocity: the early mother-infant interaction. In M. Lewis & L. A. Rosenblum (Eds.), The effect of the infant on its caregiver. Wiley-Interscience.
Campos, J. J., Witherington, D., Anderson, D. I., Frankel, C. I., Uchiyama, I., & Barbu-Roth, M. (2008). Rediscovering development in infancy. Child Development, 79(6), 1625-1632. https://doi.org/10.1111/j.1467-8624.2008.01212.x
Cornell, A. H., & Frick, P. J. (2007). The moderating effects of parenting styles in the association between behavioral inhibition and parent-reported guilt and empathy in preschool children. Journal of Clinical Child and Adolescent Psychology, 36(3), 305-318. https://doi.org/10.1080/15374410701444181
Cotton, K. (1992). Developing empathy in children and youth. Northwest Regional Educational Laboratory. https://files.eric.ed.gov/fulltext/ED361876 pdf
Craig, K. D., Versloot, J., Goubert, L., Vervoort, T., & Crombez, G. (2010). Perceiving pain in others: automatic and controlled mechanisms. The Journal of Pain, 11(2), 101-108. https://doi.org/10.1016/j.jpain.2009.08.008
Daly, B., & Suggs, S. (2010). Teachers' experiences with humane education and animals in the elementary classroom: Implications for empathy development. Journal of Moral Education, 39(1), 101-112. https://doi.org/10.1080/03057240903528733
Decety, J., & Jackson, P. L. (2004). The functional architecture of human empathy. Behavioral and Cognitive Neuroscience Reviews, 3(2), 71-100. https://doi.org/10.1177/1534582304267187
Decety, J., & Holvoet, C. (2021). The emergence of empathy: A developmental neuroscience perspective. Developmental Review, 62(1), 100999. https://doi.org/10.1016/j.dr.2021.100999
Decety, J., Steinbeis, N., & Cowell, J. M. (2021). The neurodevelopment of social preferences in early childhood. Current Opinion in Neurobiology, 68, 23-28. https://doi.org/10.1016/j.conb.2020.12.009
Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137-143. https://doi.org/10.1007/s10643-012-0504-2
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In M. E. Lamb & R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 610–656). John Wiley & Sons, Inc.. https://doi.org/10.1002/9781118963418.childpsy315
Feldman, R. (2007). Mother‐infant synchrony and the development of moral orientation in childhood and adolescence: Direct and indirect mechanisms of developmental continuity. American Journal of Orthopsychiatry, 77(4), 582-597. https://doi.org/10.1037/0002-9432.77.4.582
Feshbach, N. D., & Feshbach, S. (2009). Empathy and education. In J. Decety & W. Ickes (Eds.), The Social Neuroscience of Empathy (pp. 85–97). Boston Review. https://doi.org/10.7551/mitpress/9780262012973.003.0008
Field, T. M., Woodson, R., Greenberg, R., & Cohen, D. (1982). Discrimination and imitation of facial expression by neonates. Science, 218(4568), 179-181. https://doi.org/10.1126/science.7123230
Fiske, A., & Holmboe, K. (2019). Neural substrates of early executive function development. Developmental Review, 52, 42-62. https://doi.org/10.1016/j.dr.2019.100866
Fjell, A. M., Sneve, M. H., Grydeland, H., Storsve, A. B., & Walhovd, K. B. (2017). The disconnected brain and executive function decline in aging. Cerebral Cortex, 27(3), 2303-2317. https://doi.org/10.1093/cercor/bhw082
Garner, P. W. (2003). Child and family correlates of toddlers' emotional and behavioral responses to a mishap. Infant Mental Health Journal: Infancy and Early Childhood, 24(6), 580-596. https://doi.org/10.1002/imhj.10076
Gintis, H. (2011). Gene–culture coevolution and the nature of human sociality. Philosophical Transactions of the Royal Society B: Biological Sciences, 366(1566), 878-888. https://doi.org/10.1098/rstb.2010.0310
Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., Nugent III, T. F., Herman, D. H., Clasen, L. S., & Toga, A. W. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences, 101(21), 8174-8179. https://doi.org/10.1073/pnas.0402680101
Goubert, L., Craig, K. D., & Buysse, A. (2011). 12 perceiving others in pain: experimental and clinical evidence on the role of empathy. The Social Neuroscience of Empathy, 153-166.
Hatfield, E., Rapson, R. L., & Le, Y. L. (2009). Emotional contagion and empathy. In J. Decety, & W. Ickes (Eds.), The Social Neuroscience of Empathy. MIT Press.
Hess, U., & Bourgeois, P. (2010). You smile–I smile: Emotion expression in social interaction. Biological Psychology. 84(3), 514-520. https://doi.org/10.1016/j.biopsycho.2009.11.001
Hoffman, M. L. (2001). Empathy and moral development: Implications for caring and justice. Cambridge University Press.
Hrdy, S. B. (2014). Development+ social selection in the emergence of “emotionally modern” humans. In J. Decety, & Y. Christen (Eds.), New Frontiers in Social Neuroscience (pp. 57-91). Springer International Publishing. https://doi.org/10.1007/978-3-319-02904-7_5
Jolliffe, D., & Farrington, D. P. (2006). Examining the relationship between low empathy and bullying. Aggressive Behavior, 32(6), 540-550. https://doi.org/10.1002/ab.20154
Kalliopuska, M., & Ruokonen, I. (1993). A study with a follow-up of the effects of music education on holistic development of empathy. Perceptual and Motor Skills, 76(1), 131-137.
Karniol, R. (2012). Storybook-induced arousal and preschoolers' empathic understanding of negative affect in self, others, and animals in stories. Journal of Research in Childhood Education, 26(3), 346-358.
Knafo, A., Zahn-Waxler, C., Van Hulle, C., Robinson, J. L., & Rhee, S. H. (2008). The developmental origins of a disposition toward empathy: genetic and environmental contributions. Emotion, 8(6), 737.
Kohn, A. (1991). Caring kids, the role of the schools. Phi Delta Kappan, 72(7), 496-506.
Kremer, J. F., & Dietzen, L. L. (1991). Two approaches to teaching accurate empathy to undergraduates: Teacher-intensive and self-directed. Journal of College Student Development. 32(1), 69-75.
Krevans, J., & Gibbs, J. C. (1996). Parents' use of inductive discipline: Relations to children's empathy and prosocial behavior. Child Development, 67(6), 3263-3277.
Laird, L. (2015). Empathy in the classroom: can music bring us more in tune with one another? Music Educators Journal, 101(4), 56-61. https://doi.org/10.1177/0027432115572230
LeSure-Lester, G. E. (2000). Relation between empathy and aggression and behavior compliance among abused group home youth. Child Psychiatry and Human Development, 31, 153-161.
Malti, T., Chaparro, M. P., Zuffiano, A., & Colasante, T. (2016). School-based interventions to promote empathy-related responding in children and adolescents: a developmental analysis. Journal of Clinical Child & Adolescent Psychology, 45(6), 718–731. https://doi.org/10.1080/15374416.2015.1121822
Martin, G. B., & Clark, R. D. (1982). Distress crying in neonates: Species and peer specificity. Developmental Psychology, 18(1), 3-9.
Maynard, A. S., Monk, J. D., & Booker, K. W. (2011). Building empathy through identification and expression of emotions: A review of interactive tools for children with social deficits. Journal of Creativity in Mental Health, 6(2), 166-175.
McDonald, N. M., & Messinger, D. S. (2011). The development of empathy: how, when and why. In J. Sanguineti, A. Acerbi, & J. A. Lombo (Eds.), Moral behavior and free will: A neurobiological and philosophical approach (pp. 333–359). IF Press.
Mendl, M., Burman, O. H., & Paul, E. S. (2010). An integrative and functional framework for the study of animal emotion and mood. Proceedings of the Royal Society B: Biological Sciences, 277(1696), 2895-2904. https://doi.org/10.1098/rspb.2010.0303
Michigan Department of Education. (2017). Early childhood to grade 12 social and emotional learning (SEL) competencies and indicators. https://www.michigan.gov/ /media/Project/Websites/mde/2018 /04/12/SEL_Competencies_ADA_Compliant_FINAL.pdf
Minnesota Department of Education. (2017). Early childhood indicators of progress: minnesota's early learning standards for birth to kindergarten. https://edocs.dhs.state.mn.us/lfserver/Public/DHS-7596A-ENG
Nakahashi, W., & Ohtsuki, H. (2015). When is emotional contagion adaptive? Journal of Theoretical Biology, 380, 480-488. https://doi.org/10.1016/j.jtbi.2015.06.014
New York State Education Department. (2022). NY social emotional learning benchmarks - equity revisions. https://www.p12.nysed.gov/sss/documents/SELBenchmarks2022.pdf
Nowak, A. T. (2011). Introducing a pedagogy of empathic action as informed by social entrepreneurs. McGill University.
OECD, (2019). Assessment framework of the OECD study on social and emotional skills. https://www.oecd-ilibrary.org/docserver/5007adef-en.pdf?expires=1727771592&id=id&accname=guest&checksum=B4 F7247611D6A66D3AF6A71820D9CC33
Panfile, T. M., & Laible, D. J. (2012). Attachment security and child's empathy: The mediating role of emotion regulation. Merrill-Palmer Quarterly, (58)1, 1-21. https://doi.org/10.1353/mpq.2012.0003
Paus, T. (2011). Brain development during childhood and adolescence. In J. Decety, & J. T. Cacioppo (Eds.), The Oxford handbook of social neuroscience (pp. 651-670). Oxford University Press.
Post, S. G., Ng, L. E., Fischel, J. E., Bennett, M., Bily, L., Chandran, L., Joyce, J., Locicero, B., McGovern, K., & McKeefrey, R. L. (2014). Routine, empathic and compassionate patient care: definitions, development, obstacles, education and beneficiaries. Journal of Evaluation in Clinical Practice, 20(6), 872-880. https://doi.org/10.1111/jep.12243
Rabinowitch, T. C., & Knafo-Noam, A. (2015). Synchronous rhythmic interaction enhances children’s perceived similarity and closeness towards each other. PloS one, 10(4), e0120878.
Rothbart, M. K., Ahadi, S. A., & Hershey, K. L. (1994). Temperament and social behavior in childhood. Merrill-Palmer Quarterly 40(1), 21–39. http://www.jstor.org/stable/23087906
Roth-Hanania, R., Davidov, M., & Zahn-Waxler, C. (2011). Empathy development from 8 to 16 months: Early signs of concern for others. Infant Behavior and Development, 34(3), 447-458.
Seja, A. L., & Russ, S. W. (1999). Children's fantasy play and emotional understanding. Journal of Clinical Child Psychology, 28(2), 269-277.
Soliman, D., Frydenberg, E., Liang, R., & Deans, J. (2021). Enhancing empathy in preschoolers: a comparison of social and emotional learning approaches. The Educational and Developmental Psychologist, 38(1), 64-76.
Stevenson, A. (2010). Oxford dictionary of English. Oxford University Press, USA
Strawhun, J., Hoff, N., & Peterson, R. L. (2014). Second step, program brief. http://k12engagement.unl.ed/second-step.
Sonnby-Borgström, M., Jönsson, P., & Svensson, O. (2003). Emotional empathy as related to mimicry reactions at different levels of information processing. Journal of Nonverbal behavior, 27, 3-23.
Todd, S. (2003). Learning from the other: Levinas, psychoanalysis, and ethical possibilities in education. SUNNY press.
Uzefovsky, F., Paz, Y., & Davidov, M. (2020). Young infants are pro‐victims, but it depends on the context. British Journal of Psychology, 111(2), 322-334.
Washington Office of Superintendent of Public Instruction. (2019). Social emotional learning standards, benchmarks and indicators. Retrieved from https://www.pesb.wa.gov/wpcontent/uploads/SELStandar dsBenchmarksIndicatorsLongForm.pdf
Yogev, A., & Ronen, R. (1982). Cross-age tutoring: Effects on tutors’ attributes. The Journal of Educational Research, 75(5), 261-268.
Young, S. K., Fox, N. A., & Zahn-Waxler, C. (1999). The relations between temperament and empathy in 2-year-olds. Developmental Psychology, 35(5), 1189.
Zahn-Waxler, C., Radke-Yarrow, M., Wagner, E., & Chapman, M. (1992). Development of concern for others. Developmental psychology, 28(1), 126.
Zahn-Waxler, C., Schoen, A., & Decety, J. (2018). An interdisciplinary perspective on the origins of concern for others: contributions from psychology, neuroscience, philosophy, and sociobiology. In N. Roughley, & T. Schramme (Eds.), Forms of fellow feeling: Empathy, sympathy, concern and moral agency. Cambridge University Press.