Enhancing empathy in preschoolers: a comparison of social and emotional learning approaches

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.

KEYWORDS:

• Empathy
• prosocial behaviour
• positive coping
• social and emotional learning
• preschool

Acknowledgments

Acknowledging the wonderful ELC community including all its staff and for their tireless efforts and kind accommodations to make this project a success, as well as the incredible preschoolers who participated. Their enthusiasm, insight and empathy for the environment will be remembered.

Disclosure statement

There is one identified conflict of interest: Jan Deans is both fourth author and Director of the University of Melbourne Early Learning Centre, where the research was completed. To overcome any possible impact of the identified dual relationships, several strategies were implemented. These included:

• Researchers were available prior to the formal commencement of the program to answer any questions parents might have in response to the Plain Language Statement; and

• Jan Deans did not involve in the delivery the COPE-R program nor the collection of data at any point of the research.

• Ensuring that the program design enabled the maintenance of trusting relationships where confidentiality was honoured at all times; and

• Ensuring that parents understand their children’s participation in the research component is completely voluntary and that all children would receive the COPE-R program as part of their ELC curriculum regardless of their participation decision.

Ethical standards

The authors assert that this study was taken after the prior approval of human research ethics committee at the University of Melbourne (Ethics ID: 1648411).

This manuscript has not been published or is under consideration for publication by any other journal or elsewhere.

Additional information

Funding

This research received no specific grant from any funding agency, commercial, or not-for-profit sectors.