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

Abstract

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 (ηp 2 = 16) and positive coping (ηp 2 =.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.