Myötätunto lasten vertaiskulttuurissa

Peers have a significant impact on children’s learning and development (e.g., Rubin, Bukowski & Bowker, 2015; Sawyer, 2015; Corsaro & Eder, 1990). Interactions with other same age children not only influence children’s social, cognitive and emotional competencies, but importantly constitute the very grounds for their development. Previous research has shown that peers have a critical role in children’s language learning, cognitive skills, physical wellbeing as well as in socio-cognitive areas of development, like collaboration, cooperation and pro-sociality. While this body of work has significantly advanced our understanding of the nature of peer interactions, there is still a dearth of knowledge on how children orient to and address the worries, concerns or suffering of their peers in everyday settings, namely, to act with compassion. To this end, in this chapter we will present our cultures of compassion approach (Lipponen, Rajala, & Hilppö, 2018) to studying compassion in children’s peer interactions in a Finnish kindergarten and share an example of our video ethnographic work and interaction analysis on compassion. We will conclude our chapter by discussing how it is possible to foster compassionate peer cultures in early child education and care settings.eers have a significant impact on children’s learning and development (e.g., Rubin, Bukowski & Bowker, 2015; Sawyer, 2015; Corsaro & Eder, 1990). Interactions with other same-age children not only influence children’s social, cognitive and emotional competencies, but importantly constitute the very grounds for their development. Previous research has shown that peers have a critical role in children’s language learning, cognitive skills, physical wellbeing as well as in socio-cognitive areas of development, like collaboration, cooperation and pro-sociality. While this body of work has significantly advanced our understanding of the nature of peer interactions, there is still a dearth of knowledge on how children orient to and address the worries, concerns or sufferings of their peers in everyday settings, namely, to act with compassion. To this end, in this chapter we will present our cultures of compassion approach (Lipponen et al., 2018) to studying compassion in children’s peer interactions in a Finnish kindergarten and share an example of our video ethnographic work and interaction analysis on compassion. We will conclude our chapter by discussing how it is possible to foster compassionate peer cultures in early child education and care settings.Peer reviewe

Hot and Cool Inhibitory Control in Italian Toddlers: Associations with Social Competence and Behavioral Problems

Despite the significant research that has been conducted regarding effortful control and children's adjustment, there is limited evidence of the potential for hot/cool dimensionality related to social competence in preschool-aged children. Seventy-four children (30 males and 44 females; mean age = 35, 24 months) and 22 female teachers participated in the research. Children were assessed using a battery of tasks to measure hot and cool inhibitory control tasks, and they were evaluated by their teachers for socio-emotional functioning. Results show that high performance on Hot Tasks (not on Cool Tasks) predicts social competence, while low performance on these tasks predicts aggressive behavior, demonstrating that hot and cool inhibitory control processes predict different outcomes. The implications of these findings for future theoretical and empirical development of the research in this field are discussed. © 2014 Springer Science+Business Media New York