The affluence in the United States in the recent past has made it tempting to indulge children in individual achievement within a culture of abundance. Parents and teachers worry over how to teach compassion in a culture of abundance and competition for personal success, where children's time is over-scheduled and they are geographically dispersed from their extended families. The author conducted research over the past three years in focus groups with children 7 to 11 years of age about the dimensions of compassion. She believes others' emerging research and children's comments inform one's early childhood practice. Two key concepts stand out for her. First is innate compassion. Second is that relationships and experiences influence compassion. The author presents a simple schematic integrating what children named about learning to act with compassion with emerging research. She discusses four parts in this schematic: (1) Readiness--create an environment of emotional safety; (2) Recognize--help children recognize the needs of others; (3) Respond--empower children to respond with compassion; and (4) Rehearse--recall and expand acts of compassion.