How Empathy Influences Aggressive Behaviors in Early Childhood
DOI:
https://doi.org/10.54097/ehss.v10i.6915Keywords:
Empathy; aggressive behavior; childhood development.Abstract
Studies have shown that empathy is a kind of emotional sharing and understanding ability, which is a kind of social ability, which stems from the complex interaction between unconscious neurocognitive, autonomic and neuroendocrine processes. A person who is empathic has the feeling to perceive and be sensitive to the emotions of others as well as the motivation to care for their wellbeing. In this essay, the different perspectives of empathy and how they influence aggressive behaviors in early childhood have been viewed. The study has found that the different forms of empathy influence behavior differently. In the normal sense and understanding, empathy tends to increase the chances for positive behavior and decrease aggression. In addition, in early childhood, emotional resonance is based on emotional inconsistency, which leads to empathic pain. This emotion is a self-directed response. At the same time, empathy pain becomes personal pain and needs comfort from others. Because the alternative emotional response may be out of control and may become disgusted at the same time.
Downloads
References
Lenneke R. A. Alink, Mesman, J., van Zeijl, J., Stolk, M. N., Juffer, F., Koot, H. M., Bakermans- Kranenburg, M. J., & van IJzendoorn, M. H. (2006). The early childhood aggression curve: Development of physical aggression in 10- to 50-month-old children. Child Development, 2006, 77(4), 954–966.
Panfile, T. M., & Laible, D. J. Attachment security and child’s empathy: The mediating role of emotion regulation. Merrill-Palmer Quarterly, 2012, 58(1), 1–21.
Pozzoli, T., & Bussey, K. Moral disengagement moderates the link between psychopathic traits and aggressive behavior among early adolescents. Merrill-Palmer Quarterly, 2015, 61(1), 51–67.
Jenkins, L. N., Mulvey, N., & Floress, M. T. Social and language skills as predictors of bullying roles in early childhood: A narrative summary of the literature. education and treatment of children, 2017, 40(3), 401–417.
Suurland, J., van der Heijden, K. B., Huijbregts, S. C. J., Smaling, H. J. A., de Sonneville, L. M. J., Van Goozen, S. H. M., & Swaab, H. Parental perceptions of aggressive behavior in preschoolers: Inhibitory control moderates the association with negative emotionality. Child Development, 2016, 87(1), 256–269.
Hymel, S., & Bonanno, R. A. Moral disengagement processes in bullying. Theory Into Practice, 2014, 53(4), 278–285.
Decety, J., & Cowell, J. M. Friends or Foes: Is empathy necessary for moral behavior? Perspectives on Psychological Science, 2014, 9(5), 525–537.
Shiller, V. M., & O’Flynn, J. C. Using rewards in the early childhood classroom: A re-examination of the issues. YC Young Children, 2008, 63(6), 88–93.
van Goozen, S. H. M., Fairchild, G., & Harold, G. T. The role of neurobiological deficits in childhood antisocial behavior. Current Directions in Psychological Science, 2008, 17(3), 224–228.
Brett Holfeld, & Bonnie J. Leadbeater. (2018). The interrelated effects of traditional and cybervictimization on the development of internalising symptoms and aggressive behaviours in elementary school. Merrill-Palmer Quarterly, 2018, 64(2), 220–247.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
