Emotion Labeling, Perspective-Taking and Parenting Style: Empathy and Social-Problem Solving in Early Childhood

Junyi Shen

doi:10.54097/ppkesk15

Authors

Junyi Shen

DOI:

https://doi.org/10.54097/ppkesk15

Keywords:

Early Childhood Education, Parenting, Empathy, Social-Problem

Abstract

This study is focusing on if emotional vocabulary and perspective-taking teach in daycare setting affect children in early childhood peer empathy and social-problem solving skill developing. And if different parenting style affect the result of children learning in daycare/school, as well as empathy and social skill development. After two weeks of intervention in daycare, with data an teacher’s feedback, this study found out, emotional vocabulary and perspective-taking teaching significantly increase children peer empathy and social skill developing, as well as less problem behaviors. But due to lack of parenting style difference, this study fail to analyze how parenting affect empathy development.

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References

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