共情促进早期积极同伴关系发展的理论分析与实践路径  

Theoretical Analysis and Practical Approaches of Empathy in Promoting the Development of Early Peer Relationships

作　　者：刘思航 杨莉君[1] 邓晴 颜志强 LIU Si-hang;YANG Li-jun;DENG Qing;YAN Zhi-qiang(School of Educational Science,Hunan Normal University,Changsha 410081,China;Department of Psychology,School of Educational Science,Hunan Normal University,Changsha 410081,China;Cognition and Human Behavior Key Laboratory of Hunan Province,Hunan Normal University,Changsha 410081,China)

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081 [2]湖南师范大学教育科学学院心理学系,湖南长沙410081 [3]湖南师范大学认知与人类行为湖南省重点实验室,湖南长沙410081

出　　处：《陕西学前师范学院学报》2021年第10期69-75,共7页Journal of Shaanxi Xueqian Normal University

基　　金：湖南师范大学博士启动项目(2020092412)。

摘　　要：同伴关系是个体重要的人际关系之一,早期积极同伴关系的建立对个体今后的社会性发展和人格发展具有重要意义。共情作为社交粘合剂,无疑有助于个体建立积极的同伴关系。通过梳理相关研究我们发现,共情与同伴关系之间的联系会因共情的维度(情绪、认知和行为)而不同,并且存在发展性差异。分析了共情如何通过情绪、认知和行为路径影响个体早期积极同伴关系的发展,并根据其影响模式提出了相应的教育实践建议。Peer relationship is one of the most important interpersonal relationships for individuals.The establishment of early positive peer relationships is of great significance to the individual's social and personality development in the future.As a social glue,empathy could help preschooler build positive peer relationships.Through sorting out relevant theoretical and empirical studies,we notice that the relationship between empathy and peer relationship varies according to the dimensions of empathy(affective,cognitive,and behavioral),and there are developmental differences among them.Therefore,the current study analyzes how empathy affects the development of peer relationships through affective,cognitive,and behavioral pathways from a theoretical perspective.Then,according to its influence patterns,we put forward corresponding educational practice suggestions.

关 键 词：共情 同伴关系 发展 学前期儿童 

分 类 号：G610[文化科学—学前教育学]