Data consisted of four infant/toddler class observations and interviews from both teachers and parents of the various classes. A qualitative phenomenological case study was looked at with a special interest, detailing specific interactions, to reveal how infants are viewed by both caregivers and teachers in the various settings. The development of empathy has not been studied in terms of something that can be nurtured, cultivated, and supported in infancy. What the Harvard study establishes, is that empathy serves as a mental tool to be used in service of establishing an emotional repertoire of self regulation. The research question states: What types of approaches and interactions evident in various infant classes support the development of empathy in infants? Empathy development emerges throughout early childhood, and predicts later success in socially and cognitively challenging situations. The five guideposts that are suggested by the Harvard Graduate School of Education, believed to support empathy development at later stages in childhood, were taken as a framework for the study. This research seeks to establish the kinds of interactions and approaches evident in various infant classes that support empathy development in infants. The current research suggests that there are certain ways of supporting empathy in school-aged children.
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