Empathy Research Kindergarten Teachers To Communicate In Their Homes

Kindergarten-family communication is the fundamental and important task faced by preschool teachers every day. Poor communication is one of the major predicaments encountered by preschool teachers. In order to build the harmonious communication environment in a constructive way, this research has applied the questionnaire and action research method to evaluate the present state of empathy of preschool teachers, and to explore the formation and development of empathetic capability of kindergarten teachers in perspective of empathy theory.Empathy is a kind of respond oriented to others. The empathy of kindergarten teachers means understanding the parents’inner experience in their communication with parents in educational context, and convey their understanding to parents.The researcher has sent out163questionnaires to kindergarten teachers in6kindergartens in Jiangsu, Anhui and Shanxi provinces. The statistical result shows that the overall empathetic level of kindergarten teachers are compareatively low. Specifically, their cognitive level is simple. Emotionally, they are egocentric and difficult to have transpersonal empathy. And their behavior of empathy is in the abstract state. The level of empathetic communication differs in the factors of event attributes, personal background and characteristics of kindergarten systems. They show higher level of empathy when they are dealing with "must-communicating events " than "alternative-communicating events " and " unnecessary-communicating events". Those teachers who have higher education, longer teaching experience have the higher level of empathy. The teachers in public kindergartens show higher level of empathy than their counterparts in private kindergartens.The research finds out the empathetic capability in kindergarten-family communication is an learned capability, which can be improved through training. The empathetic capability has been improved significantly through training. The acquisition processs of empathy presents a regular track, from the chaotic stage, the disjointed stage to application stage. In terms of dimension of cognition, they develop from "acquisition of simple concepts stage","the formation of muddled concepts stage" to "the establishment of experiential concepts stage". In terms of dimension of emotion, they develop from " self-empathy stage","empathy-for-others stage" to "coexistence of self-empathy and empathy for others stage". In terms of dimension of strategy, they developed from" theoretical behavior stage","low efficacy behavior stage" to" strategic behavior stage". At the same time, the characteristics of development of empathy of kindergarten teachers could be describes as "practicing","approaching" and "priority on children".Finally, on the basis of theoretical and behavior research, combining realistic need, the research has provided some effective strategies to improve the empathetic level of kindergarten teachers in the hope of enriching the strategic support and distilling new resources of better communication between families and kindergartens,.