Links between empathy, social behavior, and social understanding in early childhood

The Basic Empathy Scale adapted to French middle childhood: Structure and development of empathy

“…In order to facilitate the rating process, the Likert scale featured two smiling faces (meaning the two characters agreed) on the right (equivalent to Totally agree in the adult version), and a smiling face associated with a sad face (meaning the two characters disagreed) on the left (equivalent to Totally disagree in the adult version). Lastly, in accordance with findings in the literature (Feshbach & Roe, 1968;Findlay, Girardi, & Coplan, 2006;Knudson & Kagan, 1982), two versions were created, one for girls and one for boys, in order to facilitate the children's comprehension and responses. Feshbach and Roe's (1968) study showed that gender similarity between the child and the target character improves recognition of the affective state.…”

The Relationship Between Pre-School Children's Social Skills and Interactions with the Adults in the Neighborhood

“…Sosyal beceri düzeyi yüksek ve empatik çocuklar sosyal olarak daha duyarlıdırlar, günlük kişiler arası problemleri çözmede daha fazla tekniğe sahip olduklarından sosyal ilişkilerinde daha başarılıdırlar. Olumlu sosyal davranışlara sahip çocuklar saldırgan değildirler ve akranlarıyla etkileşimi kapsayan daha fazla fırsata sahiptirler (Findlay et al, 2006;Ünsal, 2010;Attili, Vermigli ve Roazzi, 2011;Samancı ve Diş, 2014).…”

Positive effects of television content on emotional and social behavior of children

“…Budući da je emocionalna empatija najznačajnija komponenta emocionalne inteligencije i temelj moralnog razvoja (Hoffman, 2000), može se reći da je učenje da se oseti empatija ili podele emocije sa drugima deo onoga što decu čini uspeš-nim socijalnim agentima. U vezi sa tim, istraživanja upućuju da su deca koja imaju empatiju senzitivnija prema drugima i da češće učestvuju u socijalno poželjnim ponašanjima na nivou grupe (Findlay et al, 2006).…”