Playing a cooperative game promotes preschoolers’ sharing with third-parties, but not social inclusion

This study examined the effect of gaming context on young children’s prosocial behaviors. Dyads of 4- to 5-year-old children (N = 96) played the same game cooperatively, competitively, or solitarily. After playing the game for a total of ten minutes, sharing with and social inclusion of uninvolved t...

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Detalles Bibliográficos
Autores principales: Toppe, Theo, Hardecker, Susanne, Haun, Daniel B. M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2019
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6699707/
https://www.ncbi.nlm.nih.gov/pubmed/31425529
http://dx.doi.org/10.1371/journal.pone.0221092
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author Toppe, Theo
Hardecker, Susanne
Haun, Daniel B. M.
author_facet Toppe, Theo
Hardecker, Susanne
Haun, Daniel B. M.
author_sort Toppe, Theo
collection PubMed
description This study examined the effect of gaming context on young children’s prosocial behaviors. Dyads of 4- to 5-year-old children (N = 96) played the same game cooperatively, competitively, or solitarily. After playing the game for a total of ten minutes, sharing with and social inclusion of uninvolved third-parties as well as free play with previous co-players was observed. Children shared less with third-parties after playing the game competitively than after playing it cooperatively. Playing a solitary game resulted in intermediate levels of sharing. The structure of the game did not differentially impact measures of social inclusion or free play.
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spelling pubmed-66997072019-09-04 Playing a cooperative game promotes preschoolers’ sharing with third-parties, but not social inclusion Toppe, Theo Hardecker, Susanne Haun, Daniel B. M. PLoS One Research Article This study examined the effect of gaming context on young children’s prosocial behaviors. Dyads of 4- to 5-year-old children (N = 96) played the same game cooperatively, competitively, or solitarily. After playing the game for a total of ten minutes, sharing with and social inclusion of uninvolved third-parties as well as free play with previous co-players was observed. Children shared less with third-parties after playing the game competitively than after playing it cooperatively. Playing a solitary game resulted in intermediate levels of sharing. The structure of the game did not differentially impact measures of social inclusion or free play. Public Library of Science 2019-08-19 /pmc/articles/PMC6699707/ /pubmed/31425529 http://dx.doi.org/10.1371/journal.pone.0221092 Text en © 2019 Toppe et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Toppe, Theo
Hardecker, Susanne
Haun, Daniel B. M.
Playing a cooperative game promotes preschoolers’ sharing with third-parties, but not social inclusion
title Playing a cooperative game promotes preschoolers’ sharing with third-parties, but not social inclusion
title_full Playing a cooperative game promotes preschoolers’ sharing with third-parties, but not social inclusion
title_fullStr Playing a cooperative game promotes preschoolers’ sharing with third-parties, but not social inclusion
title_full_unstemmed Playing a cooperative game promotes preschoolers’ sharing with third-parties, but not social inclusion
title_short Playing a cooperative game promotes preschoolers’ sharing with third-parties, but not social inclusion
title_sort playing a cooperative game promotes preschoolers’ sharing with third-parties, but not social inclusion
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6699707/
https://www.ncbi.nlm.nih.gov/pubmed/31425529
http://dx.doi.org/10.1371/journal.pone.0221092
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