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Article
First Graders' Interpersonal Understanding During Cooperative and Competitive Games
Early Education and Development (2003)
  • Betty Zan, University of Northern Iowa
  • Carolyn Hildebrandt, University of Northern Iowa
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.
Keywords
  • Grade 1,
  • Games,
  • Student Attitudes,
  • Comprehension,
  • Cooperative Learning,
  • Competition,
  • Interpersonal Relationship,
  • Interaction,
  • Interpersonal Communication,
  • Elementary School Students
Publication Date
January 10, 2003
DOI
10.1207/s15566935eed1404_1
Citation Information
Betty Zan and Carolyn Hildebrandt. "First Graders' Interpersonal Understanding During Cooperative and Competitive Games" Early Education and Development Vol. 14 Iss. 4 (2003) p. 397 - 410
Available at: http://works.bepress.com/carolyn-hildebrandt/2/