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Abstract
We explored the relationship between the ascribed tendency of Albanian preschoolers’ to take on prosocial and/or hostile roles and their empathy and emotion comprehension. Participants were 63 preschoolers (3- to 6-years-old) and six teachers. Pupils’ empathy and hostile/prosocial roles were assessed via teacher reports and their emotional comprehension through a non-verbal test. The results confirmed the pattern of relationships previously found in Italian preschoolers (Belacchi & Farina, 2010, 2012) among children’s roles in bullying, developmental stage of emotion comprehension, and empathic disposition. Differences emerged regarding Albanian teachers’ attributions of roles and empathic disposition as a function of gender; they also perceived children displaying hostile behavior as having strong perspective-taking abilities. This evaluation style may be culture-specific and related to the values of a society-in-transition such as Albania.
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