Empathy Of Early Childhood Teachers In The Present Study

With the deepening of research,empathy and pro-social behavior,sympathetic brain mechanism,the use of sympathy in clinical psychology and many other aspects have been extensively studied.Researchers are increasingly aware of the importance of empathy,especially its importance in education.Empathy is an important trait for the positive relationship between teachers and students,and the core of educational workers.Improving the empathy of kindergarten teachers plays an important role in promoting the development of children and the self-development of teachers.Kindergarten teachers in the get along with children,the establishment of harmonious relationship between teachers and children need kindergarten teachers have empathy.The purpose of this study is to investigate the kindergarten teachers' empathy and the status and according to the survey found that the corresponding recommendations.In this study,several kindergartens in Shijiazhuang were selected as the research samples,and the sample objects were observed in the kindergarten day activities.The present situation of kindergarten teachers' empathy was observed through observation and questionnaire survey.After the initial investigation and study,the use of spss data analysis found that kindergarten teachers empathy status problems are:(1)kindergarten teachers between the individuality of the personality score score is basically the same,there is no big difference.(2)kindergarten teachers in the actual educational situation in the lower level of empathy(3)kindergarten teachers,the actual empathy score below the score in the score.The factors that affect these problems may be:(1)kindergarten teachers sympathy is not high(2)the impact of teachers living conditions(3)kindergarten teachers occupational burnout(4)that "preconceived" conceptIn this paper,the author analyzes the present situation of kindergarten teachers' empathy and some influencing factors,and the researchers put forward some corresponding countermeasures and suggestions to improve the empiric level of kindergarten teachers.