The Socialization of Compassionate Behavior by Child Care Teachers

Abstract

Socialization of compassionate behavior 2The socialization of compassionate behavior by child care teachersThe present study examined how child care teachers` socialization practices and child characteristics jointly predict children`s sympathetic-prosocial responding. A total of 25 teachers of 105 five-year-old children were observed during free play with regard to their warmth, non-directiveness and passivity-activity. The children`s r eactions to distress simulations in two different situations were observed. The children`s inhibition and aggression were rated by teachers and parents. More compassionate behavior was shown by girls as compared to boys and by children in classes with warmer teachers; inhibited children showed tendentially less sympathetic-prosocial reactions than non-inhibited children.Furthermore, girls who showed sympathetic-prosocial reactions were rated as more aggressive than girls who did not, and boys who showed sympathetic-prosocial behavior as compared to those who did not were in classes with warmer teachers. The data suggest that child characteristics as well as socialization practices play an important role in children`s interpersonal functioning. Among the teacher variables, their ability to i nteract in a warm, affectionate way is of central importance for the development of emotional competence in children.

Sympathy in the context of mother-child and teacher-child relationships

“…Thus, unlike in an earlier analysis (Kienbaum, 2001), making use of an hierarchical regression and including three-way-interactions revealed a moderating effect of child sex and teacher warmth.…”

“…The teachers of the children in kindergarten were observed during 2 weeks on four different days during free play for 45 minutes each time. Among other measurements (see Kienbaum, 2001), two trained observers evaluated the quality of the teachers` emotional relationship with the children on a 5-point-scale ranging from 1 = unfriendly, distanced, emotionally cold behaviour to 5 = friendly, devoted, emotionally warm behaviour. During each 45minutes visit this rating was carried out twice.…”

Neural correlates of prosocial behavior in infancy: Different neurophysiological mechanisms support the emergence of helping and comforting

“…The authors suggest that with the ability to differentiate self and other, infants become able to transform perceived self-distress (through affect sharing) into more constructive and action-oriented patterns such as comforting others (see also Decety and Meyer, 2008;Moore, 2007). In line with this interpretation, studies have reported relationships between attachment security as well as socialization practices and preschool children's empathic reactions (Kestenbaum et al, 1989;Kienbaum, 2001). Hence, the capacity to regulate one's own negative emotions plays an important role in the development of comforting.…”

Emotional Competence and its Influences on Teaching and Learning

“…When asked, elementary and secondary students report that their teachers often yell and vent when they are angry (Lewis 2001), but most preschool teachers are rated as overwhelmingly warm and engaging (Hyson and Lee 1996). This is important because students who have high levels of teacher warmth directed at them display higher levels of prosocial and sympathetic behavior in the preschool classroom (Kienbaum 2001), which may allow for greater opportunities for children to learn from peers and teachers. Children are also more likely to be on task and exert more effort into their academic tasks when they have a classroom teacher who displays high levels of positive affect (Davis 2003).…”