© 2020 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia
p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare

EDUCARE: International Journal for Educational Studies,
Volume 13(1), August 2020

INTAN PUSPITASARI

Profile of Early Child Empathy Behavior
at the RA Iqra Sabila in Jambi, Indonesia

ABSTRACT: Empathy is a matter that must be possessed by every person, because it is closely related to moral that is
important in human’s position as social creatures. The early childhood empathy ability is determined by the environment,
where he or she lives in and interacts. In a good environment, early childhood will have high empathy. On the contrary,
if a child lives and interacts in a bad environment, the empathy level becomes low. Therefore, parents and educators must
become role models and create good environment that support growth of early childhood’s empathy. This study aims to
determine the development of early childhood empathy. This study uses descriptive qualitative method of data collection
through triangulation techniques consists of observation, interview, and documentation. The results of this study that
there are differences in empathy in the four subjects. Girls have higher empathy than boys. Habituation conducted at
RA (Raudhatul Athfal or Islamic Kindergarten) Iqra Sabila in Jambi, Indonesia is appropriate to develop children’s
empathy. These activities are carried out every Friday and also visiting the orphanage. Children learn also many things
from parents, especially about behavior. Parents, who have high empathy, will find it easier to teach empathy to their
children. Parents can provide examples starting from how to appreciate the feelings and emotions experienced by their
children and how to react to them. Therefore, suggestions for further research on empathy are expected to be able to
find out more into the factors that supporting and inhibiting the growth of empathy in early childhood, such as family
background, the effect of gender on the level of empathy, and others.
KEY WORDS: Empathy Behaviour; Early Childhood Education; Role Models; Good Environment.

About the Author: Intan Puspitasari is a Master Student at the Study Program of Educational Psychology SPS UPI (School of
Postgraduate, Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung, West Java, Indonesia. For academic interests,
the Author is able to be contacted via e-mail address at: intanpuspita0523@gmail.com

Suggested Citation: Puspitasari, Intan. (2020). “Profile of Early Child Empathy Behavior at the RA Iqra Sabila in Jambi, Indonesia”
in EDUCARE: International Journal for Educational Studies, Volume 13(1), August, pp.17-26. Bandung, Indonesia: Minda Masagi Press
owned by ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online).

Article Timeline: Accepted (June 10, 2020); Revised (July 17, 2020); and Published (August 30, 2020).

other people experience from that person’s
point of view. Empathy is an understanding
of the emotional condition of others, which is
felt as a condition that is felt by oneself (Baggs,
2011; Utami, 2014:16; and Boswell, 2015).

Empathy is a matter that must be possessed
by every person, because it is closely related
to moral that is important in human’s position
as social creatures. There is research from
G. Gini et al. (2007), and other scholars,
which explain that there is relation between

INTRODUCTION
As social creatures, everyone needs one

another. One of the factors for humans on
their success in social interaction is empathy.
People who have good empathy can be seen
based on their behavior or actions (Taufik,
2012:39; Decety & Cowell, 2014; and
Decety, 2016).

Empathy comes from the word
“empathia”, which means to share. In other
words, empathy is sharing the feelings that

© 2020 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia
p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare

INTAN PUSPITASARI,
Profile of Early Child Empathy Behavior

empathy and bullying. People who have
high empathy ability will not do bullying. In
addition, empathy brings benefits in social life
by making a person can control him/her-self
from selfish attitude and avoid feeling superior
from other person (Gini et al., 2007; Chatters,
2012; and Walker, 2017).

Many researchers focus on researching
cognitive empathy. Cognitive empathy
is defined as the ability to recognize and
understand the emotional state of others.
However, the focus of the researcher is
emotional empathy, precisely on early
childhood. Emotional empathy is the ability
to share in the emotions of others (Davis,
1980; Christov-Moore, 2014; Decety et al.,
2016; and Beadle & de la Vega, 2019).

The early childhood empathy ability
is determined by the environment, where
he or she lives in and interacts. In a good
environment, early childhood will have high
empathy. On the contrary, if a child lives and
interacts in a bad environment, the empathy
level becomes low. Therefore, parents and
educators must become role models and
create good environment that support growth
of early childhood’s empathy (Blandon,
Calkins & Keane, 2010; Decety et al., 2016;
and Houston, 2020).

According to M.H. Davis (1980), as cited
in Taufik (2012) and other scholars, there are
three types of processes in empathy, namely:
non-cognitive process; simple cognitive
process; and cognitive process. Non-cognitive
process is empathy process that occur without
cognitive or without prior understanding.
The next process is simple cognitive process.
This process has played a cognitive role. An
example of this process is when the observer
sees the irregularity or discomfort received
by others, the observer will accept the same
thing (Davis, 1980; Taufik, 2012; and de
Guzman et al., 2016).

Another example when we see an old
beggar was begging on the side of the road,
then we will feel sad like he or she feels. The
latter process is advanced cognitive process.
This process involves empathy on the next
level. An example is a child who says that his/
her parents have divorced, but the child shows
no expression of sadness, but the observer shows

empathy when hearing it (Preston & de Waal,
2002; Meneses, 2011; and Bavel et al., 2020).

The process of empathy is an intrapersonal
ability that produces two kinds of outcome,
namely affective outcome and non-affective
outcome. Affective outcome is divided into
two forms, namely: parallel and reactive. The
parallel result is harmony between what other
people feel and what we can feel too. Whereas
reactive outcome is reaction to other people’s
experience (Karim, 2011; Pihlajaniemi &
Raitio, 2018; and Gunawan et al., 2019).

Intrapersonal ability affects the observer,
while interpersonal affects the observer’s
relationship with the subject. One form of
interpersonal outcome is emergence of desire
to help or also called helping behavior (Martin
& Dowson, 2009; Pietromonaco & Collins,
2017; and Krauss & Fussell, 2018).

Besides the process of empathy, the
important thing in empathy is the aspect of
empathy itself. According to N.D. Feshbach
(1975), and other scholars, one of aspects of
empathy is recognition or discrimination of
feelings. This aspect in practice is the ability
to name and identify emotions that can be
done by children in the age range between 4-6
years. They can already name the emotions
they feel (Feshbach, 1975; Quas et al., 2017;
and Juckel et al., 2018).

The next aspect of empathy is role taking
perspective, which means understanding that
other individuals see and interpret situations
in different ways, and the ability to take and
understand other people’s perspectives. In
other words, role perspective is the ability
to think about something that other people
think. The last aspect, according to N.D.
Feshbach (1975), and other scholars, is
emotional responsiveness, namely the ability
to experience and realize the emotions
experienced by oneself (Feshbach, 1975; Lazo
& Vik, 2014; and Quas et al., 2017).

Empathy arises because of supporting
factors. There are four factors that support
empathy. The first factor is cognitive factors.
Cognitive insight and cognitive skills
gradually increase in early childhood, so that
they learn to recognize the signs of other
people’s sadness and be able to adjust their
concern with appropriate behavior (Preston

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EDUCARE: International Journal for Educational Studies,
Volume 13(1), August 2020

& de Waal, 2002; McDonald & Messinger,
2018; and Read, 2019).

The second factor is inborn factor. For
example, boys tend to have the nature of
wanting to protect others physically. While
girls help and show empathy by supporting the
psychological side, such as cheer up by listening
to stories of friends who are sad (Weeks, 2000;
Zakrzewski, 2014; and Eion, 2018).

The third factor is education factor. One
of the most important education is moral or
religious education. The better morals of a
child, the easier, it will be to appear empathy
for others (Tangney, Stuewig & Mashek, 2007;
UNESCO, 2014; and Kingston & Medlin, 2018).

The fourth factor is the family factor.
Family members who have high empathy will
set an example for children, so they will have
high empathy, which he/she will apply to his/
her daily life (Quann & Wien, 2006; Hirsch,
2007; and Read, 2019).

Previously empathy was thought to be
something that had existed since birth, so
theorists believed that empathy could not
be influenced or even taught. Empathy
is considered part of heredity. If parents
have high empathy, it will come down to
their children too (Preston & de Waal, 2002;
McDonald & Messinger, 2018; and Read, 2019).

As time passes by many researchers, who
try to research about empathy and provide
treatments to increase empathy. In one study,
it was found that children who have high
empathy abilities, learn it from the behavior
of parents who set an example for their
children. In another study, it was found that
students learned empathy through behavior
exemplified by their teacher (Kremer &
Dietzen, 1991; Taufik, 2012; and Riess, 2017).

From the results of the research above, we
can conclude that empathy is not something
that cannot be improved and studied. In this
context, J.F. Kremer & L.L. Dietzen (1991), and
other scholars’ research, showed that children
can receive empathy lesson and learn from the
examples of parents and teachers shown to
children in the form of behavior (Kremer &
Dietzen, 1991; Riess, 2017; and Cotton, 2018).

In the early stages of empathy
development, children can use empathy even
though they don’t know the reason. Children’s

empathy develops and changes in four stages.
The first stage is the early stages of infancy;
the second stage is 1-2 years old; the third
stage is early childhood; and the last stage is
10 years to old (Nichols, Svetlova & Brownell,
2009; Santrock, 2014:267; and McDonald &
Messinger, 2018).

The thing we need to remember is that
the stage of empathy of each individual with
other individuals can be different. In infancy,
children still show empathy responses in
general or known as global empathy. At the
age of 1-2 years, children begin to realize
their feelings. For example, when a child feels
depressed when his/her toy is taken by his/
her friend. He/she realize that feeling already,
but nothing they can do to overcome these
feelings of distress (McDonald & Messinger,
2018; Jordan, 2019; and Read, 2019).

When reaching childhood, children begin
to respond better to the feelings of others.
While at the age of 10-12 years, the child’s
response to the feelings of others is better.
Children begin to be able to feel a variety
of their environment and children’s self-
felt concerns are also growing. Similarly,
when a child interacts with a group of other
children. He/she will learn how to look after
themselves and their behavior (Rubin, Coplan
& Bowker, 2009; Dowling, 2010:42-44; and
Santrock, 2014:367-368).

Meanwhile, according to D. Goleman,
R. Boyatzis & A. McKee (2005), and other
scholars, empathy is strongly influenced by
sex. Women empathize better than men.
Many studies tell us that women can feel
the feelings of others, who are nearby (cf
Goleman, Boyatzis & McKee, 2005; Badea &
Pană, 2010; and Stuijfzand et al., 2016).

The conclusion from the description
above, it can be seen that there are four
stages of empathy. The first is the global
empathy experienced by newborns, which is
characterized by babies who cry when they
hear other babies cry. The second stage at
the age of 1-2 years, at this age the child has
begun to realize his feelings. For example,
he/she was depressed when his/her toy was
taken by his friend. The third stage in early
childhood; and the last is at the age of 10-12
years, at this age the empathy of children has

© 2020 Minda Masagi Press owned by ASPENSI in Bandung, West Java, Indonesia
p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare

INTAN PUSPITASARI,
Profile of Early Child Empathy Behavior

increasingly developed. He/she has begun to
be able to feel the feelings of people who are
not as fortunate as him/her-self (Huang, Su &
Jin, 2016; Ruffman et al., 2019; and Meidan &
Uzefovsky, 2020).

RESEARCH METHOD
The research method used is descriptive

research with a qualitative approach. Through
this method, the researcher aims to describe
the object of the problem in research in
accordance with the facts that occur. The
subjects in this study were RA (Raudhatul
Athfal or Islamic Kindergarten) Iqro Sabila
in Jambi, Sumatera, Indonesia’s students
consisting of 2 boys and 2 girls and 1 teacher
as an informant (Creswell, 2003; Williams,
2007; and Aspers & Corte, 2019).

In this study, researcher used three
techniques of data collecion, namely
observation, interview, and documentation.
Observations were made through the subject’s
parents, i.e. the researcher gave pictures and
short videos, then the subjects were asked to
name the emotional names of the pictures.
As for the short video, the subject is given an
impression and while watching the subject is
observed. The observer records and names the
emotions the subject shows while watching
(Creswell, 2003; Kim, Sefcik & Bradway,
2017; and Aspers & Corte, 2019).

The second technique is interview
conducted through WA (WhatsApp)
application media, started on Friday, 1st May
2020. The observer conducted an interview
via video call to the subject to find out how
far the subject knew the names and reasons
for the emotions the observer asked (Fontes

& O’Mahony, 2008; Kim, Sefcik & Bradway,
2017; and Aspers & Corte, 2019).

The interview was also conducted to
a teacher as an informant. The interview
was held on Friday, 15th May 2020. The
third technique is the documentation of the
results of each interview and observation
properly in the form of photographs and
sound recordings (Fontes & O’Mahony, 2008;
Hendriani, 2018; and Aspers & Corte, 2019).
See chart 1.

RESULTS AND DISCUSSION
The results of this study can be concluded

as follows. There are differences in various
aspects of empathy. The first subject has
a fairly developed empathy seen from the
aspect of emotional responsiveness. This is
indicated by the first subject being able to
name and know almost all emotions asked by
researchers. As for taking perspective and the
role and recognition is still not developed very
well (cf Gruhn et al., 2008; Taylor et al., 2013;
Batchelder, Brosnan & Ashwin, 2017; and
Interview with Respondent A, 1/5/2020).

The second subject has better empathy
than the first subject. The second subject
excels in aspects of emotional responsiveness
and role perspective taking while recognition
still needs further guidance (cf Nichols,
Svetlova & Brownell, 2009; WHO, 2012;
Beadle & de la Vega, 2019; and Interview
with Respondent B, 1/5/2020).

The level of empathy of the third subject is
almost the same as the first subject. The third
subject is quite developed in the aspect of
emotional responsiveness, while in the aspect
of recognition and discrimination feelings still

Observation

Interview

Documentation

Chart 1:
Techniques of Data Collection

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EDUCARE: International Journal for Educational Studies,
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needs further guidance (cf Nichols, Svetlova
& Brownell, 2009; Hendrawan et al., 2015;
McDonald & Messinger, 2018; and Interview
with Respondent C, 1/5/2020).

The fourth subject has quite developed
empathy in aspects of emotional
responsiveness and perspective and role
taking. While in the recognition aspect, the
subject still needs direction and guidance
(cf McHale, Updegraff & Whiteman, 2012;
Yoshikawa & Kabay, 2015; Read, 2019; and
Interview with Respondent D, 1/5/2020;).

The RA (Raudhatul Athfal or Islamic
Kindergarten) Iqro Sabila in Jambi, Sumatera,
Indonesia provides empathy learning by
familiarizing children with routine charity
that is loaded into an infaq, or donation, box
every Friday (cf Astuti, 2017; Rizkyanti &
Murty, 2018; and Rahmawati, 2019).

Based on information from the teacher
who became the informant, the children also
have an agenda every Ramadhan (fasting
month) to visit orphans in the orphanage.
Previously, children and parents were asked
to collect items suitable for use and money
to give when visiting (cf Hendrawan et al.,
2015; Meilanie, 2016; Suyahman, 2016; and
Interview with Respondent E, 15/5/2020).

This activity is carried out with the aim
that children have good empathy and continue
to develop. In addition, children are expected
to have high empathy when they are adults.
Examples of behavior exemplified by teachers
and parents will be easily imitated and
applied by children in daily life (Decety &
Meltzoff, 2011; Decety & Cowell, 2014; and
Hendrawan et al., 2015).

CONCLUSION 1

Empathy must continue to be developed
and maintained in schools, so that children

1An Acknowledgment: I would like to express my gratitude
and high appreciation to my Supervisors, namely: Prof. Dr.
Haji Juntika Nurihsan and Dr. Mubiar Agustin, both of
them are the Lecturers at the Study Program of Educational
Psychology SPS UPI (School of Postgraduate, Indonesia
University of Education) in Bandung, West Java, Indonesia,
who have given me encouragement and assistance to conduct
studies and research on this topic, and write it in the form of
an article, so that it can be published in a scientific journal.
However, all contents and interpretations of this article are
entirely my personal academic responsibility, and have nothing
to do with the various assistance that other parties have given me.

will always have growing empathy. Habits,
such as giving to infants and visiting
orphanages, can improve children’s empathy
abilities. One of the lessons that can increase
children’s empathy is through storytelling
using hand puppets.

Storytelling is an effective learning
method, because it can form positive
characters in early childhood. In fairy tales,
there are good values; while hand puppet
media is used as a tool to attract the attention
of children, so that when teachers tell stories,
they will follow the learning in a fun way.

Children learn many things from parents,
especially about behavior. Parents, who have
high empathy, will find it easier to teach
empathy to their children. Parents can provide
examples starting from how to appreciate the
feelings and emotions experienced by their
children and how to react to them. If children
are neglected from childhood emotions, the
child is difficult to have empathy for others
and their environment. Empathy is an aspect
that is needed in social life in society.

Therefore, suggestions for further research
on empathy are expected to be able to find
out more into the factors that supporting and
inhibiting the growth of empathy in early
childhood, such as family background, the
effect of gender on the level of empathy, and
others.2

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p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare

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EDUCARE: International Journal for Educational Studies,
Volume 13(1), August 2020

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Interview with Respondent B, a girl of pupil at the RA

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Interview with Respondent C, a boy of pupil at the RA
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Interview with Respondent D, a girl of pupil at the RA
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Interview with Respondent E, a teacher of RA
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p-ISSN 1979-7877, e-ISSN 2621-587X, and www.journals.mindamas.com/index.php/educare

INTAN PUSPITASARI,
Profile of Early Child Empathy Behavior

Islamic Early Childhood Education in Jambi, Indonesia
(Source: http://insanmadanijambi.org, 2/3/2020)

Empathy must continue to be developed and maintained in schools, so that children will always have growing empathy.
Habits, such as giving to infants and visiting orphanages, can improve children’s empathy abilities. One of the lessons that
can increase children’s empathy is through storytelling using hand puppets.