Browsing by Subject "Joint Sensemaking"

Objectives. Compassion is a fundamental motivational system in the human being (Gilbert 2015). Its function is to alleviate suffering (Goetz, Keltner & Simon-Thomas 2010). Compassion is one of the key skills needed in a global world (OECD 2016). Supporting the development of compassion and the skills of taking others into account is an obligation imposed on professionals by the National Curriculum Guidelines on Early Childhood (EDUFI 2016; Lipponen, Hilppö, Rajala 2018). Compassion has not been studied as an independent feeling in children’s natural environment. Previously research has been done about prosociality from individual psychological point of view (Warneken & Tomasello, 2006; Dunfield, et al. 2011). The research assignment of my thesis is to examine the every-day practices of spontaneous compassion in an early childhood group. The thesis is part of the CoCuCo research project. My goal was to generate new information about the compassion from practice perspective. The research problems were how sensemaking is occurs during the compassionate process and how compassion relates to the flow of action. Methods. I compiled the material I used in my thesis in an early childhood education group of Helsinki city. The group consisted of 23 children, an early childhood education teacher, a part-time special education teacher, and 2 nannies. I observed group members' who participated in the study for 2 weeks. I performed observation and material analysis with an exploratory and ethnographic approach. The data consisted of 32 observations I recorded on the observation form. The observation form served as a heuristic tool that guided me to discover acts of helping, comforting, sharing, and including others. In the data analysis, I used data-driven and theory supported methods. Results and conclusions. Sensemaking continued throughout the compassionate process. Joint understanding was formed through negotiations and non-verbal reaction to one another's actions. Sensegiving and sensebreaking occurred during negotiations of meanings. Verbalizing feelings and others’ points of view supported the compassionate process. During the compassionate process, emotions were regulated, conflicts were resolved, others were involved, and care was taken of oneself, others, and the environment. Through the compassionate process, interrupted action was able to continue, new action emerged, and previous action took new course. Compassion acts as a social tool that directs the flow of action. It supports children’s participation in activities, role in the kindergarten group and the development of positive peer relationships. By modelling compassionate interaction, early childhood teachers and caregivers can support compassionate processes between children.