Supporting sustained empathic connections in early years pedagogical practice

Shaw, Nicky (2020) Supporting sustained empathic connections in early years pedagogical practice. SERA Research Education Bulletin (9). pp. 12-13.

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Abstract

This doctoral research aims to evaluate the extent to which a practice-support programme, focused on reflection and revision of emotional constructs, enables Early Years (EY) pedagogues to engage in sustained empathic practice. Empathic practice is characterised by the pedagogue accepting, labelling and validating a young child’s emotions, modelling and teaching the child ways to express their emotional needs. With a focus on the communication and expression of emotion within a safe, secure and accepting relationship, empathic practice supports young children’s emotional development (Siegel, 2012).

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• Item metadata

  Item type:	Article
  ID code:	75256
  Dates:	Date Event 31 December 2020 Published 1 December 2020 Accepted
  Subjects:	Education
  Department:	Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
  Depositing user:	Pure Administrator
  Date deposited:	02 Feb 2021 17:51
  Last modified:	08 Apr 2024 15:14
  Related URLs:	https://www.sera.ac.uk/publications/rese...
  URI:	https://strathprints.strath.ac.uk/id/eprint/75256