The Role of Teachers’ Microexpressions in the Internalization of Empathy in Early Childhood at Islamic Educational Institutions

Abstract

Empathy is a social-emotional skill that is important to develop in young children to help them understand others’ feelings, interact positively, and exhibit prosocial behavior. This study analyzes the role of teachers’ microexpressions in fostering empathy in young children using a qualitative approach with a case study design. Data were collected from six teachers directly involved in the learning process using participant observation, semi-structured in-depth interviews, and documentation, and were subsequently analyzed using Miles and Huberman’s interactive analysis model. This study was conducted at an Islamic early childhood education institution in Indonesia, making the findings relevant to the context of Islamic education. The results revealed five dominant forms of teachers’ microexpressions: smiles, warm gazes, firm expressions, responses to children’s emotions, and enthusiastic or empathetic expressions. These microexpressions function as nonverbal stimuli that help children recognize emotions, understand social situations, and adjust their behavior through mechanisms of observation, imitation, and repeated interactive experiences. These findings confirm that teachers’ microexpressions play a crucial role in creating positive emotional experiences and fostering the internalization of empathy in young children.