First Graders’ Interpersonal Understanding During Cooperative And Competitive Games

Authors

Betty Zan, University of Northern IowaFollow
Carolyn Hildebrandt, University of Northern IowaFollow

Document Type

Article

Journal/Book/Conference Title

Early Education and Development

Volume

14

Issue

4

First Page

397

Last Page

410

Abstract

Differences in children’s social interactions during cooperative and competitive games were investigated. Thirty-seven children from two first grade classes with cooperative classroom climates were videotaped while playing a cooperative and a competitive board game. Children’s social interactions were coded using Selman’s Levels of Enacted Interpersonal Understanding. Small but significant differences were found between game conditions, with more higher-level negotiation strategies and shared experiences occurring during the cooperative games. No differences were found in lower-level strategies. The benefits of using both competitive and cooperative games in early childhood classrooms are discussed. © 2003, Taylor & Francis Group, LLC.

Department

Department of Curriculum and Instruction

Original Publication Date

1-1-2003

DOI of published version

10.1207/s15566935eed1404_1

Recommended Citation

Zan, Betty and Hildebrandt, Carolyn, "First Graders’ Interpersonal Understanding During Cooperative And Competitive Games" (2003). Faculty Publications. 3294.
https://scholarworks.uni.edu/facpub/3294