Abstract
This paper profiles the different ways in which elementary and middle school students report on their acts of kindness and introduces the concept of quiet kindness, a socially and emotionally sophisticated form of kindness that does not draw attention to the initiator, where the recipient remains potentially unaware of the act, and the kind act is not likely acknowledged or reinforced by external agents. Examples from surveys of over 3,000 Canadian elementary and middle school students help illustrate how children enact kindness in school. The developmental implications of quiet kindness for children are discussed alongside implications for parents and educators.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
