Faculty Publications

Title

First graders’ interpersonal understanding during cooperative and competitive games

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.

Original Publication Date

1-1-2003

DOI of published version

10.1207/s15566935eed1404_1

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