Using Visible Thinking and Global Thinking Routines to Nurture Empathy in Young Children Daniela Fenu Foerch, PhD, Paula Luzzi Panno, Andrea Muñoz

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1 Using Visible Thinking and Global Thinking Routines to Nurture Empathy in Young Children Daniela Fenu Foerch, PhD, Paula Luzzi Panno, Andrea Muñoz 4/12/14 Daniela F. Foerch

2 Purpose of the Study The purpose of this study is to: investigate the effectiveness of using Visible Thinking and Global thinking routines to nurture empathy in young children.

3 Research Question Are visible thinking and global thinking routines effective tools to nurture preschoolers habits of mind that enable them to become empathetic and global competent students?

4 Theoretical Framework Social-constructivist Theory (Vygotsky, 1978) Emotional Intelligence Theory (Goleman, 1995; Salovey & Mayer, 1990)

5 Understanding Goals How does our mind regulates emotions? How can we recognize and manage our emotions? How can we help others recognize and manage their emotions? How do we, as researchers, cultivate and nurture empathy in young children?

6 Background of the Problem Lack of empathy in today s youth (in Gardner & Davis, 2013 from Konrath, O Brien, Hsing, 2010). Since a very young age, our students perceive the message that passing a standardized test is what we value and what prepares them for life (Ritchhart, 2012). Gap in the literature regarding the effectiveness of visible and global thinking routines in nurturing empathy in young children.

7 Statements of the Problem Our youth is becoming less empathetic towards others and less willing to establish lifelong relationships (Konrath, O Brien & Hsing, 2011; Gardner & Davis, 2013). Nurturing empathy is not an integral part of our early childhood programs. We focus more on school readiness and meeting the standards (Noddings, 2005). The development of global competent students is an urgent matter. (Boix-Mansilla & Johnson, 2011).

8 Review of the Literature Visible thinking approach (Ritchhart, Church and Morrison, 2012). Global thinking routines (Project Zero Interdisciplinary Global Studies Team, 2013). Lack of empathy is a trademark of socio- and psychopaths (Gardner & Davis, 2013). Emotional Intelligence (Goleman, 1995; Salovey & Mayer, 1990) Educating for Global Competence (Boix-Mansilla & Johnson, 2011). Most American students do not have the dispositions of 21 st century individuals because we are teaching content, but not how to use it creatively (Albright, 2012).

9 University of Michigan Research I sometimes try to understand my friends better by imagining how things look from their perspectives I often have tender, concerned feelings for people less fortunate than me. Increase in crimes against marginalized groups. The absence of empathy is a trademark of socio- and psychopaths. (Gardner & Davis, 2013, p. 110).

10 The Value of Empathy Empathy is one of the capacities of global competent citizens.

11 Methodology Action Research Mixed Method Triangulation Design Quant ASQ-3 ASQ-SE Em_Que Emotion Cards Qual Videos Pictures Dialogue Documentation Observations Self-study via constructive internal reflection

12 Selection of Participants

13 Data Collection The pre-assessment data were collected from November 2013 through December 2013 from teachers and parents observations. Ongoing documentation using videos and observations has been collected since November The post-assessment data will be collected in June 2014.

14 Preliminary Data Analysis Demographics

15 Emotion Cards Anger Sadness Happiness

16 The 3 Ys Video 4/12/14 Daniela F. Foerch

17 DOCUMENTATION

18 Parents Comments We love to see and read about the activities that go on in the classroom. Now we understand where some of my son comments come from. I love the teaching of empathy with others emotions and feelings, and I feel that my son has learned a lot about having empathy with what his friends are feeling.

19 Parents Comments Music, as we know, is a universal language that evokes so many emotions, provoking, developing and strengthening brain connections. It is the catalyst to higher learning. As parents, we embrace, appreciate and truly value how our children are being introduced to music enabling them to identify to theirs and others emotions. And most importantly, in resulting in their being able to express empathy towards others. This is amazing and quite an accomplishment for their age. My daughter is so much more expressive, sympathetic and articulates in a much higher level. Thank you!

20 Data Analysis Full analysis is pending.

21 Data Analysis (cont d) Quantitative Analysis ANOVA Pearson r correlation analysis Logistic Regression Qualitative Analysis Thematic analysis of videos and documentation. Self-study via constructive internal reflection

22 Data Analysis Results Hypothesis: Preschoolers will become more empathetic as well as global competent individuals.

23 Our Contact Information Daniela Fenu-Foerch Paula Luzzi-Panno Andrea Muñoz Beatriz Brito

25 References Cited Blythe, T., Allen, D., & Powell, B. S. (2008). Looking together at student work. New York: Teachers College Press Boix Mansilla, V., and Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. New York: Asia Society. Gardner, H. & Davis, K. (2013). The App Generation. New Haven: Yale University Press. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam: New York. Golemen, D. (2006). Social Intelligence. Bantam: New York. Immordino-Yang, M.H., & Damasio, A.R. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Jossey-Bass Reader on the Brain and Learning (pp ). San Francisco, CA: Jossey-Bass. Konrath, S. H. (2011). Changes in dispositional empathy in American college students over time: A meta-analysis. Social Psychology, 15(2),

26 References Cited (cont d) Mayer, T. & Ulich, M. (2009). Social-emotional well-being and resilience of children in early childhood settings PERIK: An empirically based observation scale for practitioners. Early years, 29(1) Noddings, N. (2005, September). What does it mean to educate the whole child? Educational Leadership (Alexandria, VA: Association for Supervision and Curriculum Development) 63 (1), Rieffe, C., Ketelaar, L., & Wiefferink, C.H. (2010). Assessing empathy in young children; construction and validation of an empathy questionnaire (EmQue). Personality and Individual Differences, 49, Ritchhart, R (2012). Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools. Salovey, P. Brackett, M., & Mayer, J. (2004). Emotional intelligence: Key readings on the Mayer and Salovey Model. Port Chester, NY: Dude Publishing Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press. Whitehead, J., & McNiff, J. (2006). Action research: Living theory. London: Sage

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