Open Access

Peer-reviewed

Research Article

Main Article Content

Maria S. Pouloucorresponding author
https://orcid.org/0000-0003-4196-401X

Abstract

Research evidence on Social and Emotional Learning implementation at schools has long been recognized. Most of the research however, has been focused on cultivating explicit social and emotional skills and relatively scant attention has been given to those positive human qualities or virtues such as kindness. Current study aims to illuminate pre-service early childhood teachers’ conceptualization of kindness. Two hundred and nineteen pre-service students described their perceptions of kindness. Kindness was conceptualized as a range of acts and words indicating respect, understanding and emotional support, which promote personal development and healthy relationships. Teachers’ kindness specifically was perceived important in cultivating students’ personality and teacher-student relationships. The findings of the study contribute to the topic of kindness in education which is a promising but undervalued area of school-based programming.

Keywords
kindness, early childhood teachers, social and emotional learning

Article Details

How to Cite
Poulou, M. (2021). Perceptions of kindness in pre-service early childhood teachers. Advances in Developmental and Educational Psychology, 3(1), 90-96. https://doi.org/10.25082/ADEP.2021.01.002

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