Advanced Empathy in the Early Years – a Risky Strength

Empathy is commonly accepted as an essential skill for early childhood practitioners and the importance and benefits of empathy are widely understood. However, there is evidence to suggest that the use of advanced empathy techniques can lead to stress and ‘compassion fatigue’ in some practitioners; thus, it can be a ‘risky strength’. The aim of this study was to identify the use of advanced empathy among practitioners and to then identify the emotional impact of this work on their lives. This small-scale research suggests that there is indeed an emotional cost to practitioners and that many practitioners are struggling to find a work life balance. Although the participants described a wide variety of coping mechanisms there is clearly still a need for focussed and consistent support within the profession. There is also a need to include emotional resilience education in training and professional development courses

The Importance of Emotional Intelligence in the Management of a Playwork Setting.

Our philosophy, as a manager and former manager of playwork settings, is that the most important resource in the setting is the people involved within it. James has managed a playwork setting for four years and Angela has managed a range of play settings during her twenty year career. At the beginning of our careers, we both believed that acquiring experience and knowledge of children and associated theory was the key to effective training and development. However as our careers developed, our opinions changed. Goleman’s (1996) work on Emotional Intelligence has had a significant impact on how James leads and supports his playwork team, and in this article we reflect on how an appreciation of emotional intelligence may produce more effective playwork practitioner

Tutor Perceptions of the Personal Academic Tutor Role: An Appreciative Inquiry

The research project came about as a result of informal conversations between teaching staff in the Department for Children and Families at the University of Worcester (UW). Anecdotal evidence suggested that staff whose roles included that of Personal Academic Tutor (PAT) had a variety of ideas and strategies evolved through experience and we wanted to learn more, challenge our assumptions and share best practice with colleagues across the School of Education. Responses in relation to workload, PAT boundaries and accessibility were interesting. Challenges of the role and the importance of self-care were also explored

Exploring Early Childhood Practitioners’ Perceptions of Empathic Interactions with Children and Families

The importance of empathy for anyone working with people surely cannot be contested, and in work with young children in the early childhood profession it is of the utmost significance. Yet empathy is generally not explicitly included in job descriptions or training specifications. Its nebulous nature means that it is difficult to qualify. In early childhood practice, the development of close personal relationships between practitioners and young children is paramount. Practitioners need empathy to ‘tune into’ children to understand their needs. Although there has been an increase in research into emotion within early childhood practice over the last decade, none have examined empathy in particular. This study draws on theories of empathy (for example, Rogers, 1959) and investigates types of empathy seen in early childhood practice. The aim and objectives of the research are to investigate how practitioners perceive empathy within their practice, to identify types of empathy being demonstrated and to understand the impact, if any, on practitioners’ wellbeing. An additional aim is to give voice to this marginalised group of professionals. The study was conducted within a qualitative paradigm using a constructivist epistemology. Reflective diaries were completed by nine practitioners in England, followed by semi-structured interviews to further examine diary content. Data analysis was conducted using Smith, Flowers and Larkin’s (2022) seven step Interpretive Phenomenological Analysis approach. Analysis of diaries and interview transcripts illustrated practitioners’ close empathic relationships with children, colleagues and parents/carers. Practitioners demonstrated cognitive and affective empathy in their interactions, affective empathy in particular influencing their lives outside of work. This study illuminates the exhaustion and emotional cost of empathic interactions for early childhood practitioners. The findings of the project recommend acknowledgement of the emotional impact of the role and preparation for this in education and training. It calls for improved reflective supervision for practitioners who report an impact upon their own wellbeing daily

Supporting parents with empathy and compassion

The aim of this article is to provide guidance and strategies for professionals working with children and families during the current cost-of-living crisis. Currently, there are many families living in poverty in the UK and around the world and the need for support is significantly higher than it has been for decades. Professionals working with children and families are in a good position to support families, so we give practical advice on ways to do this. An important underlying principle is to do so with empathy and compassion, which is something that professionals in the early childhood field are skilled in demonstrating. A consequence of this emotion work is the impact on professionals, the emotional burden often resulting in stress or burnout. Early childhood settings need to ensure that they are doing all they can to support those who are supporting others

‘We cry together every day’ - expressing emotion in early childhood empathy research’

This article uses selected findings from a small-scale research project entitled ‘Exploring early childhood practitioners’ perceptions of empathic interactions with children and families’. The project used an Interpretive Phenomenological Analysis (IPA) methodology to explore data from a small number of early childhood practitioners working in nurseries and preschools in the UK. Participants completed diaries, reflecting on empathy throughout their working week; this was followed by a semi-structured interview to further discuss the diary content. This article focuses on findings demonstrating emotion within close empathic relationships with children, indicating that the inherent emotional labour has the potential to cause stress and burnout, although empathic satisfaction can counter this to some extent. The findings of the project call for improved reflective supervision for early childhood practitioners who report an impact upon their own well-being daily. There are potential opportunities for applying findings to international contexts and to parallel roles in working with children

‘Occasionally there are moments of light’: the challenges of primary school teaching in England, and the factors that motivate teachers to stay in the profession

This research, exploring the health and well-being of education professionals, was carried out at the behest of a Multi-Academy Trust of five primary schools. The intention was to assess the needs of educators, before designing a programme to support them. Data were collected through anonymous online survey from 244 staff in primary schools in England. Similar to previous literature, respondents reported feeling stressed and overwhelmed with their workload; as well as feeling undervalued, lacking autonomy and experiencing low morale. Our data suggest that these factors damaged educators’ health and well-being and, for some, impacted negatively upon their home lives. The general negativity of responses was tempered by mentions of the more intrinsically rewarding aspects of the role. This research highlights significant changes that are needed to education funding and policy, whilst suggesting approaches that schools can take, in the meantime, to protect the health and wellbeing of their staff

Usage of Plant Food Supplements across Six European Countries : Findings from the PlantLIBRA Consumer Survey

BACKGROUND: The popularity of botanical products is on the rise in Europe, with consumers using them to complement their diets or to maintain health, and products are taken in many different forms (e.g. teas, juices, herbal medicinal products, plant food supplements (PFS)). However there is a scarcity of data on the usage of such products at European level. OBJECTIVE: To provide an overview of the characteristics and usage patterns of PFS consumers in six European countries. DESIGN: Data on PFS usage were collected in a cross-sectional, retrospective survey of PFS consumers using a bespoke frequency of PFS usage questionnaire. SUBJECTS/SETTING: A total sample of 2359 adult PFS consumers from Finland, Germany, Italy, Romania, Spain and the United Kingdom. DATA ANALYSES: Descriptive analyses were conducted, with all data stratified by gender, age, and country. Absolute frequencies, percentages and 95% confidence intervals are reported. RESULTS: Overall, an estimated 18.8% of screened survey respondents used at least one PFS. Characteristics of PFS consumers included being older, well-educated, never having smoked and self-reporting health status as “good or very good”. Across countries, 491 different botanicals were identified in the PFS products used, with Ginkgo biloba (Ginkgo), Oenothera biennis (Evening primrose) and Cynara scolymus (Artichoke) being most frequently reported; the most popular dose forms were capsules and pills/tablets. Most consumers used one product and half of all users took single-botanical products. Some results varied across countries. CONCLUSIONS: The PlantLIBRA consumer survey is unique in reporting on usage patterns of PFS consumers in six European countries. The survey highlights the complexity of measuring the intake of such products, particularly at pan-European level. Incorporating measures of the intake of botanicals in national dietary surveys would provide much-needed data for comprehensive risk and benefit assessments at the European level

Exploring early childhood practitioners’ perceptions of empathy with children and families: initial findings

This paper explores initial results from phase one of a research project examining early childhood practitioners’ (ECP) perceptions of empathy within their practice. Empathy is widely understood as the ability to understand others’ feelings, to see things through other people’s eyes, imagining what it would be like to be that person in that situation. It is widely accepted that anyone working with young children should have excellent empathy skills. However, although there is an abundance of published research on the role of empathy within nursing and social work, and limited research in the education profession, there is scarcely any research of empathy within ECP practice. This paper presents initial findings from Interpretive Phenomenological Analysis (IPA) research with a sample of nine ECPs working in the UK, research which is derived from ongoing PhD study. Participants were asked to keep reflective diaries of their empathic interactions, and these were followed up with semi-structured interviews to further investigate responses. The study has revealed a range of definitions of empathy and found evidence of high levels of empathy and emotion within the practice. A second phase of research aims to examine types of empathy and the effect of emotional labour on practitioners

Early years practitioners need emotional support too

In the UK, we have some amazing early years practitioners. Angela Hodgkins, HEA senior fellow, BA (Hons) Integrated Working with Children and Families, University of Worcester details how to support the workforce