In this thesis, the author aims to answer two research questions: how do primary school children in Years 3 and 4 understand the significance of apologising as well as their cognition and emotional experience. In the research, the grounded theory method was used, through which, on the basis of empirical data accessed by questionnaires and workshops for children, the researcher recognised their understanding of apologising and emotional experiences. In the theoretical part, it discusses topics strongly related to apologising and for this reason the role of family, characteristics of development of middle to late childhood is introduced through the topic of empathy and the role of emotions in interpersonal relations as well as the role of conflict and apologising.
The findings show that cognition of apologising is complex and multidimensional. The children see it as a key strategy to resolve conflict, maintain friendly relationships and establish trust. Honesty, authenticity and regret are the fundamental components of an apology as well as non-verbal communication such as eye contact, which additionally confirm its sincerity. Children connect apologies with various emotional states from experiencing guilt to relief. The majority learn the value of the role of apologising within a family environment, which they continuously practise amongst peers. With the help of their peers and apologising the interpersonal relations strengthen. This is how responsible behaviour and empathy develop.
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