How Can I Develop Children’s Empathy through the Implementation of a Fictional Literature Programme?
type: CreativeWork
description: Inspired by my values for care, empathy and social justice and the deeply transformative power that I believe literature has the power to yield, this study grew from a personal interest to juxtapose these areas and hence improve my practice. The manner in which children’s exposure to literature in my classroom was, for a time, largely permeated by surface-layer, basal understanding called for a radical change in my practice. I envisaged that deeper interactions with literature would broaden the world of the children and allow them to encounter different perspectives and empathise with the lives of others, consequently propelling social change. This change, I believed, would simultaneously allow me to live more closely in the direction of my values too. This self-study action research project focuses on my experience of implementing a programme of fictional literature designed to enhance children’s empathy. Empathy is a concept linked to a range of prosocial behaviours – such as altruism and a reduction in bullying behaviours. A range of literature, both prose and picture books, is employed in tandem with a number of interventions. Data deriving from this is gathered by means of questionnaires, observation, and my own, self-designed data gathering method. It is subsequently bolstered through consultations with a critical friend and validation group. Importantly, as is synonymous with action research, a reflective diary – imbued by reflective practice - is a paramount data collection tool also. Qualitative data is subsequently analysed thematically, with quantitative data analysed through exploratory data analysis. Emergent findings from the data suggest that my literature programme successfully generates characteristics of empathy, like taking the perspective of another and feeling an emotion with them. My theory intimates that the most effective interventions at doing so are Role Plays and Dramas, Making Connections, Lingering Questions, Post your Senses and Diary E…
abstract: Inspired by my values for care, empathy and social justice and the deeply transformative power that I believe literature has the power to yield, this study grew from a personal interest to juxtapose these areas and hence improve my practice. The manner in which children’s exposure to literature in my classroom was, for a time, largely permeated by surface-layer, basal understanding called for a radical change in my practice. I envisaged that deeper interactions with literature would broaden the world of the children and allow them to encounter different perspectives and empathise with the lives of others, consequently propelling social change. This change, I believed, would simultaneously allow me to live more closely in the direction of my values too. This self-study action research project focuses on my experience of implementing a programme of fictional literature designed to enhance children’s empathy. Empathy is a concept linked to a range of prosocial behaviours – such as altruism and a reduction in bullying behaviours. A range of literature, both prose and picture books, is employed in tandem with a number of interventions. Data deriving from this is gathered by means of questionnaires, observation, and my own, self-designed data gathering method. It is subsequently bolstered through consultations with a critical friend and validation group. Importantly, as is synonymous with action research, a reflective diary – imbued by reflective practice - is a paramount data collection tool also. Qualitative data is subsequently analysed thematically, with quantitative data analysed through exploratory data analysis. Emergent findings from the data suggest that my literature programme successfully generates characteristics of empathy, like taking the perspective of another and feeling an emotion with them. My theory intimates that the most effective interventions at doing so are Role Plays and Dramas, Making Connections, Lingering Questions, Post your Senses and Diary E…
author: O'Farrell, Helen
language: en
date published: 2018
date modified: 2026-07-24T03:03:07Z
provider: National University of Ireland - Maynooth
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: National University of Ireland Maynooth