Ανάπτυξη της Ενσυναίσθησης σε παιδί προσχολικής ηλικίας τυπικής ανάπτυξης

Abstract

Demoralization and devaluation of children's emotions is often done. This is because children have less rational thinking and power than an adult (Gottman, 2000). Emotions are responsible for development, learning, social relationships and, of course, communication. Understanding the feelings of others is a value that children have when they are born (Höffman, 1975). According to Cole & Cole (2000), empathy gives the right foundation for behavior in the social context, because preschool children recognize themselves as separate entities. In recent years, the necessity of developing empathy has become more and more frequent and the importance of emotions in the development of children is growing. The purpose of this research is to study the impact of intervention to develop empathy in a preschool child of formal development. For the purposes of investigating the above purpose, a qualitative approach was used. More specifically, an Intervention Program was implemented for a child of pre-school age of standard development through the use of icon-cards, which allow the development of dialogue with the child in order to develop his / her empathy. Two pre-test and post-test measurements were performed during the experiment, using the Emotion Awareness Questionnaire (EAQ-30), as used by Charitaki (2015), to one of the parents of the child to the level of empathy of the child. Furthermore, the methodological technique of unstructured observation was used during the administration of the icon-cards by the researcher, in order to capture the child's difficulties in developing empathy. The combination of the last two methodological techniques has allowed methodological triangulation to be explored so that the issue can be researched on a multifaceted basis and reliable and valid findings are obtained. The results obtained from the qualitative analysis of the data demonstrate a lack of cognitive empathy, with a direct result of a lack of understanding and recognition of the feelings of others. The use of icon-cards has helped to the above-mentioned deficits by putting the child in the position of each hero depicting the cards and understanding how he can feel in different situations. It has also been observed that the feeling of sadness, disappointment and anger cannot be directly recognized as opposed to the feeling of joy. In addition, the use of icon-cards has been helpful in learning the expression and recognition of emotions. Especially for the feeling of regret and disappointment where there was an initial deficit. Finally, there was an initial difficulty in transmitting and externalizing the emotions of the child. The results of our research lead to the conclusion that it is necessary for the school to try to develop the cognitive and emotional empathy and expression of children's emotions, because it is obvious that they help them in their progress, their behavior and their character as children, as future adults. At the level of intervention, the use of icon-cards seemed to work comfortably.