更强烈的同理心和更好的同行关系? 在学龄前儿童的一年交叉滞后小组分析
Xiao Zeng1, Yao Xiong1, Kainian Mo1
1School of Education, Hunan First Normal University, Changsha, China.
PsyCh journal
|November 28, 2024
概括
具有更高同情能力的学龄前儿童,特别是认知同情,随着时间的推移,他们会与同龄人建立更好的关系. 在幼儿教育中培养同理心是培养社会技能和积极同行互动的关键.
科学领域:
- 发展心理学 发展心理学
- 社会神经科学是一种社会神经科学.
- 幼儿教育 儿童早期教育
背景情况:
- 同理心和同关系对于学龄前儿童的社会发展至关重要.
- 同理心和同行关系之间存在着强烈的相关性,但因果关系仍在争论中.
研究的目的:
- 在学龄前儿童中调查同理心和同伴关系之间的因果关系.
- 为了确定同理心是否能预测随着时间的推移同行互动的质量和结构.
主要方法:
- 这是一项为期一年的纵向研究,对137名学龄前儿童 (平均年龄为60.99个月) 进行了研究.
- 使用了双波设计与交叉滞后面板分析.
- 通过故事任务和同行关系使用同行提名 (程度,亲密性,中间中心性) 评估同情.
主要成果:
- 在T1时的情感和认知同理会显著预测了T2时的同行关系中心性 (程度和亲密性).
- 认知同情仍然是同行关系中心性的重要预测因素,即使在控制了情感同情之后.
- 研究结果表明,同理心,特别是认知同理心,会影响同行关系的发展.
结论:
- 在学龄前儿童中培养认知同理心对于加强同行关系至关重要.
- 幼儿教育工作者可以通过专注于同理心发展干预措施来改善同行互动.
- 加强同情心技能可以导致儿童早期更好的社会融合和友的质量.
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