Empathy is a trait and skill necessary for
teachers working with children and for partnering with
families. This qualitative study focused on how teachers
expressed empathy in the context of early childhood education.
Diversity has increased in the United States and as
diversity increases, the need for teachers to be able to
empathize with children and families who are different
from themselves also increases. Empathy in early childhood
education partnerships is valued; however, the role of
empathy in parent–teacher partnerships in early childhood
is not well understood. Eighteen inclusive preschool
teachers participated in interviews to understand teachers’
values, beliefs, and language in relation to empathy and
parent–teacher partnerships. Teachers whose statements
conveyed empathy described their relationships with families
in a positive way. One theme, expressing sincere
empathy, and four sub-themes emerged that described how
teachers express empathy with children and families in
early childhood education. The sub-themes included (1)
embrace inclusion as a philosophy, (2) be relaxed and
balanced, (3) accept and respond to family culture, and (4)
engage in meaningful communication with families. The
interpretations of these themes provide an understanding of
the complexities of empathy in parent and teacher partnerships.
Implications for the development of empathy in
preservice and in-service professional development are
discussed.

j20

370.15 072 NAN u

Perpustakaan FITK Pusat

Tersedia

• Understanding Preschool Teachers’ Perspectives on Empathy: A Qualitative Inquiry

Share :