In the last decades, researchers have been interested in studying early prosocial behaviors and the factors that may impact on their development. Recent longitudinal and training studies suggest that socio-cognitive skills, such as empathy, theory of mind and emotion understanding are related to indi- vidual di erences in children’s prosocial behavior. The aim of the study is to verify the e ects of an empathy training - carried out by teachers at nursery school - to improve social understanding and prosocial skills in toddlers. A total of sixty-four 22- to 36-month-olds (36 F; Mage=29,78; SD=3,97) took part to a pre-test/post-test quasi-experimental design. They were administered the Prosocial Tasks (PT) for assessing prosocial behavior and the A ect Knowledge Test (AKT) for emotion knowledge. Furthermore, parents completed the Child Prosocial Behavior Questionnaire (CPBQ) and the EmQue-I13, concerning toddlers’ empathy and prosociality. All toddlers participated in an 8-weeks intervention in which teachers read emotion-based stories to small groups of children and then either involved them in conversations about emotions (Emo- Conv Group), in conversations about physic states (PhysConv Group) or in play activities (Play Group). Preliminary results showed a signi cant increase in prosocial abilities in the EmoConv Group, both in PT (F(2,61)=8.664, p<.05, ηp2 =.136) and in CPBQ (F(2,61)=5.098, p=.009, ηp2 =.143). Furthermore, the intervention fostered gains of cognitive empathy, such as AKT’s score (F(2,61)=14.521, p<.001, ηp2=.323) and EmQue-I13’s score (F(2,61)=2.957, p=.05, ηp2=.088). In conclusion, preliminary results of this study con rm the e cacy of conversational intervention in promoting toddlers’ cognitive empathy and prosocial abilities.
Brazzelli, E., & Grazzani, I. (2018). Promoting toddlers’ social cognition and prosocial behavior: a training study at nursery. In BCCCD 2018 - Budapest CEU Conference on Cognitive Development. Program and Abstract (pp.194-194).
|Citazione:||Brazzelli, E., & Grazzani, I. (2018). Promoting toddlers’ social cognition and prosocial behavior: a training study at nursery. In BCCCD 2018 - Budapest CEU Conference on Cognitive Development. Program and Abstract (pp.194-194).|
|Tipo:||abstract + poster|
|Carattere della pubblicazione:||Scientifica|
|Presenza di un coautore afferente ad Istituzioni straniere:||No|
|Titolo:||Promoting toddlers’ social cognition and prosocial behavior: a training study at nursery|
|Autori:||Brazzelli, E; Grazzani, I|
BRAZZELLI, ELISA (Primo)
GRAZZANI, ILARIA (Secondo)
|Data di pubblicazione:||2018|
|Nome del convegno:||BCCCD 2018 - Budapest CEU Conference on Cognitive Development|
|Appare nelle tipologie:||02 - Intervento a convegno|