Kindness: A Perspective from Developmental Psychology

Autor/in	Malti, Tina
Titel	Kindness: A Perspective from Developmental Psychology
Quelle	In: European Journal of Developmental Psychology, 18 (2021) 5, S.629-657 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-5629
DOI	10.1080/17405629.2020.1837617
Schlagwörter	Prosocial Behavior; Models; Intervention; Developmental Stages; Guidelines; Schemata (Cognition); Affective Behavior; Cognitive Development; Teaching Methods; Child Development; Interpersonal Relationship; Altruism; Social Emotional Learning; Metacognition + Suchen Sie Ihr Suchwort? Analogiemodell; Richtlinien; Cognition; Schema; Kognition; Affective disturbance; Active behaviour; Affektive Störung; Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Altruistic behavior; Altruismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This article introduces a developmental perspective on kindness. The central goal is to posit a new framework for the study of kindness and its development. From an ethical perspective, kindness can be considered a virtue. It reflects emotions, cognitions, and inner states that convey a particular gentleness and benevolence. These orientations can be directed towards others, such as expressing concern for a needy other, or directed towards the self, such as being gentle with oneself. Therefore, the proposed approach suggests a distinction between self- and other-orientedness and delineates the development of the affective, cognitive, and behavioural components of kindness across the first two decades of life. This developmental model of kindness lays the groundwork for a more complete understanding of the human capacity for prosociality across development. It provides new means for developing interventions that aim to nurture every child's kindness and help them reach their full potential. The model assumes that intervention efforts will be beneficial at nurturing kindness when they a) acknowledge that the balance between self- and other-oriented tendencies is beneficial to remain healthy and contribute to a greater good, b) are developmentally sensitive, and c) enhance multiple facets of kindness in the child and in the environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01