Supporting sustained empathic connections in early years pedagogical practice

This doctoral research aims to evaluate the extent to which a practice-support programme, focused on reflection and revision of emotional constructs, enables Early Years (EY) pedagogues to engage in sustained empathic practice. Empathic practice is characterised by the pedagogue accepting, labelling and validating a young child’s emotions, modelling and teaching the child ways to express their emotional needs. With a focus on the communication and expression of emotion within a safe, secure and accepting relationship, empathic practice supports young children’s emotional development (Siegel, 2012).