Roots of Empathy Program Brings Baby to Class

“Look how much she’s grown and how she likes her book! Has she grown?” These are just a few of the observations of students in Stacy Morrison’s Kindergarten class at South Broadview when “their baby” Afton comes for a monthly visit.

Afton, and her mom Natalie Easthope, are part of the SD83’s Roots of Empathy program, explains facilitator Patti Bliss. “Roots of Empathy is a very positive program. The “baby teacher” teaches the students about empathy, helps them understand their emotions and how others might be feeling.”

“The students are so excited when Afton comes for a visit and look forward to the next one. They are always interested in what baby Afton has learned over the month,” adds Bliss.

Roots of Empathy is an evidence-based social-emotional program for children ages 5 to 13. In the program, a baby and primary caregiver, along with a trained Roots of Empathy instructor, visit a classroom throughout the year. The baby taking part in the program needs to be 2 to 4 months old at the start of the school year so that the children can see the changes and growth that take place throughout the year.

The children are coached to recognize and connect with the vulnerability and humanity of a baby who visits their classroom with their parent(s), and a trained Roots of Empathy Instructor using a specialized curriculum. The experiential learning with the neighbourhood parent and infant is biologically embedded in the student’s brains as they observe this secure attachment relationship.

Through these family visits and the Roots of Empathy curriculum, the children learn about the affective aspect of empathy (emotion) and the cognitive aspect of empathy (perspective-taking). Children develop emotional literacy as they learn to identify and label the baby’s feelings, reflect on and understand their own feelings, then bridge to understand the feelings of others.

The Roots of Empathy curriculum is divided into nine age-appropriate themes, with three classroom visits supporting each theme (a pre-family visit, family visit and post-family visit) for a total of 27 classes. The curriculum and the activities have many links to the classroom curriculum. For example, students use math skills when they calculate and chart the baby’s weight and measurements. Literature is used as a way to open the door to feelings and perspective taking. The discussion and reflection that follows builds solidarity and empathy. Art plays a large role as children paint their inner feelings which they cannot say with words. Music stirs powerful feelings. It speaks to everyone regardless of language or culture and builds solidarity.

The week before and the week after the family visit, Bliss visits the classroom to deliver activities in preparation for, and in reflection of, the activities of the family visit. These pre and post family visits deepen the development of emotional literacy (affective empathy) and perspective taking skills (cognitive empathy) in children, helping them to understand how their behaviour or words can hurt others. This enables children to build connections and healthy relationships which leads to inclusion and integration.

Does the program have a lasting impact? Bliss comments that her son had the chance to have the experience of Roots of Empathy when he was in Kindergarten. “He is now a teenager and still talks about the Roots of Empathy baby and shows empathy for others. I feel Roots of Empathy sets up the children for positive outcomes in their lives, if it’s with their peers or with their family, it helps them understand that others have feeling too and how we can help others,” shares Bliss.