Cultivating Compassion in Jewish-Israeli Kindergartners: The Effectiveness of Mindfulness- and Empathy-Based Interventions as Facilitators of Compassion
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| Title: | Cultivating Compassion in Jewish-Israeli Kindergartners: The Effectiveness of Mindfulness- and Empathy-Based Interventions as Facilitators of Compassion |
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| Language: | English |
| Authors: | Rony Berger, Joy Benatov, Ankita Karna, Rui Wu (ORCID |
| Source: | Early Education and Development. 2024 35(6):1353-1373. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Foreign Countries, Jews, Kindergarten, Preschool Children, Intervention, Social Emotional Learning, Prosocial Behavior, Interpersonal Relationship, Psychological Patterns, Altruism, Public Schools, Metacognition |
| Geographic Terms: | Israel |
| DOI: | 10.1080/10409289.2024.2360883 |
| ISSN: | 1040-9289 1556-6935 |
| Abstract: | We examined the effectiveness of a mindfulness-based intervention (MBI) compared to a social-emotional empathy-based intervention (EBI), and a passive control group in promoting compassion among Jewish-Israeli kindergartners. Three middle-class public kindergartens were randomly assigned to the MBI (n = 26;M[subscript age] = 5.03), EBI (n = 24;M[subscript age] = 5.02), or control groups (n = 24;M[subscript age] = 5.16; N[subscript girls] = 40). The interventions lasted 12-weeks. Pre- and post-intervention, children's cognitive compassion was assessed utilizing computerized continuous performance tasks for attention/impulsivity, and structured observations of attention to teacher and on-task behaviors; emotional compassion was measured with structured observations of prosociality, negative affect, social-emotional difficulties, and aggression; intentional and actual compassion was measured using a compassionate responding paradigm. Research Findings: Results showed that MBI participants decreased impulsivity and improved sustained attention, increased attentiveness to the teacher, and reduced social difficulties and aggression - these effects did not appear for either other group. Additionally, the MBI and EBI participants increased prosociality and compassionate behaviors more than the control group, however the magnitude of change from the MBI was significantly larger. The MBI increased cognitive, emotional, intentional, and behavioral skills and understanding that are essential components necessary to engage in compassion. Practice or Policy: MBIs can be effectively led by teachers and integrated into school curriculum to facilitate just and caring educational communities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1429818 |
| Database: | ERIC |
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