Empathy In Children Research Articles

Metode Bermain Peran dan Alat Permainan Edukatif untuk Meningkatkan Empati Anak Usia Dini

Humans are the most perfect creatures of God's creation among other God's creatures, humans are given eyes, hands, feet, nose, ears and everything is complete including reason and lust without exception Humans are creatures created by God whose aim is to worship him. and become the caliph on earth as a substitute for the previous inhabitants. Empathy is a process of positioning oneself to empathize with others and imagine oneself in their position. One of the triggering factors for the emergence of empathy in children is the teaching method used by their parents and teachers in training and teaching the child. The role playing method is a method that is carried out by demonstrating an activity briefly with the main emphasis on the character / nature of the person. The educational game tool used is a tool for children's play. The indicator of the Game Tool is called educative, if it is able to share certain aspects with children.
 Keywords :Empathy, Method of role play , Educational Game Tool

PEMBENTUKAN KARAKTER PADA ANAK USIA DINI DI LINGKUNGAN KELUARGA

Character formation in early childhood is a necessity that must be done by parents as family leaders. Because all parents want their children to have good character in life. This descriptive qualitative research with literature study discusses the formation of character in early childhood in the family environment. The data analysis technique uses content analysis by sorting out data according to the research objectives. This paper produces several things as follows. First, the role of parents or family in character building for early childhood, among others: parents must be role models for children, parents must be able to show empathy for children, parents must use good moments to build children's character, parents can tell stories and life, parents must be able to show pride in children, parents must be able to teach children to control themselves, and parents must give children opportunities to practice character actions. Second, tips for parents or families to form early childhood with good character, including consistent, continuous, and consistent, because children are influenced by the environment, temperament, and character. Third, the program that can be offered to families to build character for early childhood is parenting. The types of programs include family gatherings, foundation classes, seminars, consultation days, field trips, home activities, cooking on the spot, bazaar day, mini zoo, and home education videos

Protective and compensatory childhood experiences and their impact on adult mental health.

Protective and compensatory childhood experiences and their impact on adult mental health.

The relationship between sex, empathy, systemizing, and autistic traits in primary school children

The aim of this study was to determine the relationship between sex, empathy, systemizing, and autistic traits in primary school children. The sample included 353 primary school children aged 7-11 years. The children?s versions of the Empathy Quotient ? EQ-C, Systemizing Quotient ? SQ-C, and children?s version of the Autism Spectrum Quotient - AQ? C were used as primary outcome measures. Girls had higher empathy, while boys had higher autistic traits. Empathy and systemizing were moderately positively correlated, but both were good predictors of autistic traits. The effect of sex on autistic traits was mediated by empathy as well as by the difference between systemizing and empathy. These results partially support assumptions of the Empathizing-Systemizing theory and the Hypersystemizing theory of autism, which should be further evaluated in a population with the autism spectrum disorder.

Conflict Competence of Pharmacy Students

Conflict competence is an integral component of the professional competence of pharmacists and an important characteristic of them as specialists. However, nowadays an insufficient attention is paid to the study of the pharmacists’ conflict competence specifics, and the developed general recommendations for the prevention and regulation of conflict situations do not always take into account the specific conditions that have developed in the pharmaceutical market. The aim of the work is to study the specifics of conflict competence of pharmaceutical students at the stage of professional training in order to develop recommendations for its development. In the empirical study, it was found that the most pronounced personality trait of the tested pharmaceutical students is "Conscientiousness", they are characterized by high motivation and persistence in their attitude to goals and actions. The level of readiness for negotiations and conflict resolution, as well as the level of empathy, is average in the majority of respondents. Pharmacy students, unlike psychology students, have a lower degree of extroversion, empathy for children, for characters in works of art, and for strangers or unfamiliar people, and in a conflict situation, they often resort to compromise. With the help of correlation analysis, the relationship between personality traits and behavior strategies in conflict was revealed. Subjects with the personality trait "Friendliness" in a conflict situation choose the adaptation strategy and avoid rivalry, with the personality trait "Conscientiousness" in the conflict choose the response strategy "Compromise". Ways to optimize the development of conflict competence at the stage of professional training are revealed.

Peran Orang Tua Meningkatkan Kecerdasan Emosional Anak; Analisis Faktor dan Strategi dalam Perspektif Islam

This study aims to analyze the role of parents in improving children's emotional intelligence with a focus on analyzing factors that increase emotional intelligence and strategies to increase emotional intelligence. This research was conducted in Alaspandan Village, Pakuniran District, Probolinggo. The research method used is qualitative, using a phenomenological approach—the source of data from research informants and library sources. The research informants consisted of two parents and children. At the same time, library sources comprised books, journals and research results. Data collection techniques using observation, interviews, and documentation studies. The study's results revealed that there were two influencing factors, namely internal and external. The research findings revealed that of the two, the internal factor became the most dominant factor, namely the family environment. The interactions and socialization that occur within the family have a dominant influence on the emotional development of children. The strategies used by parents to improve children's emotional intelligence are getting used to interacting with children, developing self-confidence, building child empathy, providing good role models, and controlling children's emotions.

Digital Parenting of Children and Adolescents in Digital Era

The family is the first environment for children and adolescents so that it has a major influence on the formation of behavior, character, morals, character and education of children. Parenting in the family is the effort of parents to foster and guide children both physically and spiritually from birth to adulthood. This study aims to analyze digital parenting systems for children and adults. The method used in this study is a qualitative and participatory descriptive method, increasing participation and encouraging interest in and commitment to wider participation, encouraging community skills, awareness and attitudes towards parenting and bullying in the digital era. The application of parenting style must be accompanied by several family functions, including biological functions, educational functions, religious functions, protection functions, socialization functions, affection functions, economic functions, creative functions and family status functions. In addition, the way of parenting in the family must be adjusted to the child's developmental stage. Related to the problem of parenting in the family, this is a big task for all parents because at this time there are many conflicts and a lack of sympathy and empathy for children in the association is caused by the parenting style in the family. Therefore, parents should adapt by adjusting their parenting style to the technological developments.

Motion Graphics Video as Learning Media to Improve the Empathy of Preschool Children

ABSTRACT. The purpose of this study was to find out how much influence the use of Motion Graphics Video learning media has on the empathy of preschool children. The method used in this study is a quasi-experimental method with a pretest-posttest control group design. This research was conducted in a kindergarten located in Purwakarta, Indonesia. The participants involved in this study were children aged 5-6 years (group B) totaling 15 children from the UPI Purwakarta Lab school as an experimental class and 15 children from Mentari Kindergarten as a control class. The rating scale carried out in this study aims to determine the empathy of children aged 5-6 years before being given treatment and after being given treatment through pretest and posttest. Furthermore, the data were analyzed using a paired simple t-test to determine the effect of learning methods on the empathy of preschool children, and an independent sample t-test to determine the difference in empathy between the experimental group and the control group. The results of this study are (1) There is an influence of motion graphic video learning media on the empathy of preschool children. (2) There is a difference in empathy between preschool children who learn using motion graphics video media with preschool children who learn using big book media. The conclusion obtained from this study is that motion media graphic video is more effective than conventional media (big book) in increasing empathy for preschool-age children. Keywords : Motion Graphics Video, Empathy, Early Childhood

A school intervention promotes compassion, empathy and social relationships in children

There is increasing evidence to show that compassion and altruism are highly beneficial when cultivated from an early age. In the present study we explore the benefits of an intervention programme that seeks to develop affective empathy, compassion and altruism in 9-year-old children from a school of Buenos Aires, Argentina. A pretest-posttest controlled study was carried out with 48 children, half of whom carried out the intervention. The remaining children, who constituted the waitlist group, participated in academic tutoring activities conducted by the same research team. The intervention was successful in promoting children's altruistic and compassionate attitudes, evidenced by the results obtained in the universal altruism test, social integration, and affective response. Effect sizes ranged from medium to large in the intervention group. These positive findings were not observed in the waitlist group (non-significant effect sizes). This study shows that children's self-awareness and awareness of others tend to foster compassion and affective empathy, contributing to individual and collective well-being.

Behavioral Manifestations of Empathy at an Early Age: Based on the Testing of a Standardized Experimental Procedure “Simulated Adult Distress”

The development of empathy at an early age (12-36 months) is gaining more and more attention due to the growing understanding of its importance in motivating care and prosocial behavior. The authors present the results of testing the standardized experimental procedure “simulated adult distress,” which is most often used in foreign psychology to study empathy in young children: the experimenter and the mother in the presence of the child take turns showing signs of pain/discomfort of low intensity for a short time. The study involved 12 girls aged 19-32 months. The children’s behavior was recorded by categories: hypothesis testing, empathic personal distress, empathic concern (care), and prosocial behavior. The study presents descriptions of behavioral manifestations in all the categories as well as a description of the identified phenomenon of repetition of adult behavior in the children aged 22-28 months. The results of the study allow to conclude that the use of the “simulated adult distress” procedure is promising for identifying empathy phenomena characteristic of an early age.

Empathy and resting-state functional connectivity in children

Empathy, which is important for social functioning and mental health, is recognized to have both cognitive and affective components. While several studies have demonstrated unique neural underpinnings of empathy components in adults, few have investigated this in young people. Investigating associations between empathy and brain functional connectivity during childhood is beneficial to begin to build a comprehensive picture of the neural correlates of empathy across the lifespan. One hundred and twelve children (52% female, mean age 10 years) underwent magnetic resonance imaging brain scans including a resting-state sequence and completed empathy self-report measures. Seed-to-whole-brain resting-state functional connectivity analyses demonstrated that higher affective empathy (affective sharing and empathic distress) was associated with weaker connectivity between key hubs of the default mode network (DMN) and other widespread areas in the brain. Analyses of resting-state networks demonstrated that higher cognitive empathy was associated with both stronger and weaker connectivity between dorsal and lateral regions of the DMN and regions outside of the DMN, including the pre- and postcentral gyrus, and the cerebellum. Higher affective sharing was associated with greater connectivity between the anterior salience network and the pre- and postcentral gyrus. However, these associations did not withstand correction for multiple models. While interpretations should be made cautiously, findings suggest wide-ranging and diffuse connectivity patterns may be related to several components of empathy in children. These findings could indicate a more complex picture of the neural correlates of empathy processes in childhood, with less specialization and more widespread involvement of regions and networks. Future studies should attempt to replicate these findings using different measurement approaches.

어머니의 코칭역량과 유아의 공감능력 간의 관계에서 어머니 심리적 안녕감의 매개효과

The purpose of this study is to examine the mediating effect of mother's psychological well-being in the relationship between a mother's coaching capability and the empathy of early childhood children. To this end, a survey of 217 mothers with infantile children in G City, Gyeongsangbuk-do, was conducted. The collected data were used through SPSS and AMOS 26.0 programs to perform reliability analysis, frequency analysis, descriptive statistical analysis, correlation analysis, factor analysis, and structural equation model analysis. First, the analysis showed significant static correlations between all the measurement variables. Second, a partial effect of psychological well-being was seen in the relationship between the mother's coaching capability and the child's empathy ability. This means that a mother's coaching capability can have a direct impact on her child's empathy ability and indirectly affect their psychological well-being. In conclusion, the results of this study suggest that in order to support the development of child's empathy ability, a multifaceted approach is needed, taking into account not only the direct effects of the mother's coaching capability, but also the indirect effects of the mediator of psychological well-being.

INFLUENCES ON THE DEVELOPMENT OF EMPATHY IN CHILDREN: A LITERATURE REVIEW

Empathy has been studied through the past four decades, with increasing fervor, as incidents of school killings, and apathetic practices are rampant across schools and communities around the globe. Attempts have been made to assess, underline and contain the phenomenon of apathy, violence, bullying, to the extent that individuals dishonor other’s peace and well-being. Simultaneously, in many countries, empathy-based programs have been launched, to build from the grass-root upwards, a sustainable attitude amongst children, adolescents and teenagers going forth to become empathetic and caring citizens of a global society. Empathy entails walking in another’s shoes, understanding the other person’s pain, experiences and reactions while retaining own composure and extending a helpful hand. This paper seeks to understand the influences behind the development of empathy in children. If we can estimate in an effective manner, the causes of how and why children are drawn towards the innate nature of having empathy, it would be an easier task to help them get in touch with this characteristic within themselves. It is less menial to change a young child’s perspective and nurture him or her with positive influences to build empathy, rather than trying to mould one who has been raised in an un-empathetic manner. The long term impact such research may have, includes national level empathy and prosocial skill-fostering programs, to be implemented across public and private schools, in the effort to build a healthy and harmonious society, both in theory and practice. Keywords: empathy, children, development of empathy, empathic skill

Role of Mother's Education in Developing Children's Empathy

We learn an abundance of useful skills for a lifetime, during our first few years of life – our mothers playing a vital role in having a major influence in our personality formations, skill sets and the nature of goals we are nudged toward. Whereas an educated mother helps her child to form views regarding the world, far broadened and contemporary as compared to children of uneducated mothers. As a child is treated with continuous high quality of care-giving and is raised in a pro-social positive environment, he or she develops a basic understanding of the incumbent benefits of having an empathic attitude towards family, friends and people at large. This research article seeks to establish the relation between mother’s education and children’s empathy level. The impetus for research is the plethora of everyday incidents taking place in our homeland, Pakistan whereby empathic skill at the root level seems invisible in the personalities of violence perpetrators and criminals. This vagrant evil may not sustain into the following decades, if we may acclimate young children to have personalities that are innately generous, kind and empathic, thus moving towards building a caring society. Long term consequences of this research are aimed at developing a national empathy program for schools, and parent-child workshops, whereby fostering empathy and kindness in upcoming generations for the betterment of our society and country.

Case Study on VR Empathy Game: Challenges with VR Games Development for Emotional Interactions with the VR Characters

Empathy development in young children (6 to 9 years old) sets a foundation for emotional regulation and social skills for children’s futures. Researchers from the fields of virtual reality (VR) and game design highlight the potential of VR technologies as a great tool to promote empathy. However, there is little empirical and systematic knowledge on how to use VR technology to help promote empathy in young children. To address this gap, we developed a VR Empathy Game prototype to explore how VR experiences can inculcate empathy development in young children. To evaluate this prototype, we conducted a qualitative study with 15 children from 6 to 9 years old. We used an interpretive case study to provide an in-depth understanding of children’s experiences with the VR Empathy Game. To guide participant selection, we used a purposeful sampling approach and intentionally included K-3 children with different empathy and social skills levels.
 
 This paper describes one case representing a challenge that children with a low level of empathy can experience while playing the VR Empathy Game. This case explains the game experience of a seven-year-old boy, Gabe. The case is entitled: “The VR Empathy Game Experience with a Focus on Exploring the Environment and Looking for Clues.” Gabe confused intrinsic and extrinsic game goals and played the game focusing only on the VR environment. He perceived the game characters as an information source rather than building relationships with them unlike the children with a higher level of empathy. This case represents the group of four boys who participated in our study. In comparison with other participants, Gabe’s case provided very little evidence of noticing the characters' emotions. Our findings suggest that game designers should provide additional scaffolding for children with little levels of empathy, including additional reflective questions and reminders to interact with the characters. We also suggest a follow-up study exploring how different storylines would help children’s game experience.

Infants’ physiological responses to emotionally salient media with links to parent and child, empathy, prosocial behaviors and media use

Infants engage in prosocial behaviors from very young ages and their prosocial behavior is clearly present by the second year of life. Physiological regulation has been related to infants' emerging prosocial behavior, with infants with better regulatory skills displaying increased prosocial behavior. Media use and media content has also been related to infants emerging prosocial behavior. The current study examined individual differences in infants' vagal regulation (as physiological marker of regulatory skills, N = 269) while engaging with emotionally salient media and how individual differences in vagal regulation were related to parental and child empathy, prosocial behavior, and media use. The study included parent-infant dyads co-viewing a brief educational but emotionally salient video clip, an observational prosocial sticker and sharing tasks, and parental reports of infants' prosocial media use, empathy, and parents' own prosocial media use, prosocial behavior, and empathy. Most infants displayed an increase in RSA while co-viewing the media clip relative to a neutral baseline. Infants with higher RSA (a sign of better regulation) during co-viewing displayed more prosocial behavior in the sticker and pen drop tasks, were rated as more empathic, and had primary caregivers who engaged with more prosocial media than infants who showed a decrease in RSA (e.g., more immature regulatory skills) during co-viewing. Results suggest the importance of vagal regulation in the presence of others' emotions for infants emerging prosocial behavior. Results also suggest that parents' own prosocial media viewing may indirectly influence on the way infants' respond physiologically to others’ emotions.

The Influence of Student-Teacher Relationship on School-Age Children's Empathy: The Mediating Role of Emotional Intelligence.

ObjectiveEmpathy is the ability to adopt another person’s perspective and experience the thoughts and emotions of that individual. A growing number of studies have shown that school-age children’s empathy robustly contributes to their interpersonal communication, academic achievement and psychosocial adjustment. For school-age children, school becomes the main place for learning and socializing. The student-teacher relationship is an important interpersonal relationship between children and adults after they leave home, which plays an important role in the development of children’s self-ability. However, the relationship between student-teacher relationship and children’s empathy and its mechanisms are unclear. This study aimed to explore the influence of student-teacher relationship on school-age children’s empathy, and the mediating roles of emotional intelligence.Methods468 school-age children (250 boys and 238 girls) aged 8–11 (Mage = 9.22, SDage = 1.20) from Guizhou Province completed questionnaires about student-teacher relationship, emotional intelligence, and children’s empathy.ResultsThe results showed that student-teacher relationship positively and directly predicted empathy for girls, but not for boys. In addition, we also found that emotional intelligence mediated the relationship between student-teacher relationship and children’s empathy among both boys and girls.ConclusionThis study reveals the effect of student-teacher relationship on the school-age children’s empathy, and the unique mediating role of emotional intelligence. Moreover, this study further reveals the different effects of student-teacher relationship on boys’ and girls’ empathy, emphasizing that positive student-teacher relationship can directly promote the development of girls’ empathy. Finally, this study emphasizes that cultivating and improving the emotional intelligence of school-age children may be an effective way to promote the development of children’s empathy.

Children’s Sensitivity to Performance Expression and its Relationship to Children’s Empathy

Emotional communication is central to music performance expression and empathy. Research has shown that music activities can enhance empathy in children and that more empathic adults can more accurately recognize and feel performers’ expressive intentions. Nevertheless, little is known about performance expression during childhood and the specific music-related factors affecting empathy development. This paper explores children’s sensitivity to a performer’s expressive or mechanical intentions and its relationship to children’s everyday empathy. Twenty-seven children listened to expressive and mechanical versions of Romantic flute excerpts with and without accompanying video, rating their perceived level of the performer’s expression and their enjoyment of the performance. The results indicate that children recognize performers’ intended expression or lack thereof and enjoy expressive performances more than mechanical ones. Children aged 10–12 recognized performance expression better than those aged 8–9, especially in audiovisual conditions. Children with higher cognitive empathy rated performance expression more in line with their enjoyment of the performance, which was also more concordant with the performer’s expressive intention. The findings support a relationship between music and socio-emotional skills and emphasize the importance of the visual component of music performance for children, an aspect that has received little attention among researchers and educators.

Should Shipwrecks Be Sweet?

Abstract Demand for books about current events in Italy has yielded scores of children’s books in the past three decades that treat the topic of immigration. The goals of eliciting empathy in children and explaining to them complex historical and contemporary events can be challenged by the perceived need to shield children from traumatizing scenes. This essay examines four recent children’s books published in Italy that dramatize immigration from Africa. Authors Maria Attanasio, Erminia Dell’Oro, Dino Ticli, and Francesco D’Adamo allude to canonical Western literature (such as Pinocchio and Cuore) as a way to sweeten these often bitterly disquieting narratives for their young readers. This essay probes the potentials and limits of intertextuality and ultimately argues that several texts go beyond leveraging the image of capsized ships in the Mediterranean, an image that has become a media fetish, to engage readers in ways that facilitate both empathy and critical self-reflection.

Instruments of Empathy-Shaping in the Creation of a Culture of Peace and Non-Violence

Empathy as a human trait that gives the ability to understand, respect, and share the feelings of other people is one of the most important elements in building a secure society and a culture of peace and non-violence. The level of empathy in individuals is influenced by endogenous and exogenous factors, and it has an affective and cognitive dimension. The aim of this paper is to investigate the concept of empathy, the extent of influence of endogenic and exogenous factors, to investigate the influence of three main elements in the development of empathy in children and youth, namely family, school, and media, and to investigate the degree of correlation between empathy and creation and maintaining a culture of peace and nonviolence. The methods used in this paper are quantitative and qualitative content analysis, comparative analysis, historical method, analogy method, and analysis of primary and secondary sources. The research confirmed the importance of empathy in the development of a culture of tolerance, dialogue, respect for opposing opinions and goals, respect for diversity, and non-violent response to conflicts. All these elements are simultaneously elements of a culture of peace and non-violence, and therefore the conclusion is that empathy is one of the preconditions for building a culture whose goal is a safer and more humane society that provides greater security from physical destruction than a culture of war and aggressive problem-solving. The authors conclude this paper with recommendations for the three main pillars of shaping empathy in children, namely family, school, and the media.