幼儿园儿童的同理心:探索个人资料和与年龄和性别有关的差异
Poline Simon1, Nathalie Nader-Grosbois1
1Psychological Sciences Research Institute, UCLouvain, 1348 Ottignies-Louvain-la-Neuve, Belgium.
Children (Basel, Switzerland)
|December 23, 2023
概括
这项研究探讨了学龄前儿童的同理心发展. 调查结果显示,情感,认知和行为同情心的发展途径是不同的,这对有针对性的干预措施有影响.
科学领域:
- 儿童发展 儿童发展
- 发展心理学 发展心理学
- 社会情感学习 社交情感学习
背景情况:
- 共感对于学龄前儿童的社交互动至关重要.
- 了解幼儿时代同情心的演变至关重要.
- 这项研究调查了幼儿同情心的多个方面.
研究的目的:
- 检查学龄前儿童的情感,认知和行为同理心.
- 为了分析同情心的发展轨迹超过一年.
- 根据同情能力来识别儿童的子组.
主要方法:
- 在354名儿童 (3-6岁) 的横截面研究中,使用基于绩效的任务和母亲问卷.
- 在一年内对69名学龄前儿童进行了长度研究,采用了相同的措施.
- 层次集群分析以识别同情技能子组.
主要成果:
- 女孩在执行任务时表现出更高的情感同理心;母亲的感知没有性别差异.
- 同理度的尺寸随着孩子的年龄而有显著变化.
- 每个同理心维度在纵向上预测了自己,但没有预测其他维度.
结论:
- 幼儿园儿童表现出不同的同理心维度的独特发展模式.
- 幼儿园儿童的同情能力取决于年龄,并显示出稳定的,维度特定的轨迹.
- 这些发现支持开发有针对性的干预措施,以增强学龄前儿童的同情心.
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