A study of the effects of strategies for conducting cooperative games in kindergartens on the establishment of peer relationships in preschool children

School of Preschool Education, Shanghai Normal University, Shanghai, 201418, China

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

This study examines the effects of cooperative play strategies in kindergartens on developing peer relationships among preschool children. Through a systematic review of domestic and international literature, the research demonstrates that structured cooperative play interventions significantly enhance preschoolers’ social-emotional competencies, including communication, empathy, and teamwork. Key findings reveal that cooperative play facilitates peer acceptance and friendship-building by providing opportunities for shared goals and emotional expression. However, effectiveness varies based on individual differences, teacher facilitation quality, and balanced integration with non-cooperative play. The study proposes evidence-based strategies for designing age-appropriate games, optimizing teacher roles, and addressing implementation challenges. Grounded in Vygotsky’s sociocultural theory and Bandura’s social learning theory, the results highlight cooperative play’s dual function as a platform for peer-to-peer learning and adult-guided social reinforcement. Practical guidelines emphasize inclusive design, reflective practice, and psychological safety to maximize long-term benefits for children’s social development.