In our work as early learning professionals, helping children to learn social and emotional skills is just as critical as academic instruction. Young children are actively expanding their emotional intelligence and practicing foundational skills for relationship-building and forming friendships. One of the most important of these foundational skills is empathy.
NAEYC reminds us that “modeling and teaching empathy— concern for others’ feelings—is an important part of being an effective, culturally competent teacher.”
An article written by early learning experts Valerie Quann and Carol Anne Wien defines empathy as “the capacity to observe the feelings of another and to respond with care and concern for that other…[or] kindness toward another when there is a perceived or real sadness about that person.”
There are three kinds of empathy that educators often see in young children:
In our diverse communities, being able to empathize with those from different cultures and backgrounds helps us to form stronger connections and deeper relationships. Edutopia explains, “As children learn empathy skills by communicating cross-culturally with their classmates, those skills will transfer to their lives in their community. The deeper relationships that result from strong empathy skills have the potential to strengthen a community and build trust. The effects of community extend far beyond the four walls of your classroom.”
Researchers have found that empathy in young children is a building block for their future success. A study from Duke and Penn State that followed its participants from kindergarten into adulthood found that those who displayed empathy in kindergarten, by sharing and helping other children, were more likely to graduate from high school and have full-time jobs.
Researchers have explored the links between an empathy curriculum and academic achievement, and have found a positive correlation between the two. An article from tolerance.org describes the positive effects of empathy on learning. The article notes that children who learn in more empathetic environments have better self-esteem, feel more supported, are less stressed, and are more successful in academics. They observe that “kids do better in a culture of caring.”
The experience of empathy varies, based on a child’s age and developmental stage. Infants and toddlers demonstrate a simple compassion for others, while children who are older have a more developed understanding of cause and effect, making them better able to empathize with the feelings and experiences of others.
Some argue that empathy is difficult for young children to grasp, as their brains are still developing. However, in your own practice, you have likely observed children as young as infants demonstrating kindness and empathy towards their peers. Infants and toddlers often display concern for their peers by showing distress when another child is upset, and may even reach out to provide comfort.
An example of this early empathy occurs when a toddler becomes noticeably concerned when they see another child fall down and cry, even looking over at a teacher for help. We might see a toddler offer a toy or stuffed animal to comfort a child who is crying when parents leave after drop-off.
By the age of 4, most children understand that other people have thoughts, feelings, likes, and dislikes that may be different from their own. This advanced understanding supports a child’s ability to respond to differences with more thoughtful and intentional compassion. As their language skills develop, they begin to engage in more nuanced conversations about feelings through which they describe the way they are feeling and start to understand the experiences of others.
Why is Kindness Important in Early Learning? 
