The Impact of Cooperative Games on Preschool Children’s Self-Perception
The Impact of Cooperative Games on Preschool Children’s Self-Perception

Author(s): Mădălina Buțerchi, Daniela Muntele-Hendres
Subject(s): Social Sciences, Education, Psychology, Preschool education, Educational Psychology, Cognitive Psychology, Pedagogy
Published by: Editura Eikon
Keywords: cooperative games; self-perception; cognitive competence; physical competence; social acceptance; maternal acceptance; preschool children'
Summary/Abstract: The present study highlights the particular value of cooperative experiences, implemented through cooperative games, for preschool children. Using a quasi-experimental design (2×2 mixed), which included two measurement points (pretest and posttest), we investigated the impact of cooperative games on preschoolers’ self-perception. With the help of the Harter–Pike Scale (1984), self-perception was analyzed across four dimensions: cognitive competence, physical competence, social acceptance, and maternal acceptance. The research involved a sample of 104 children (aged 4 to 6 years), who were divided into an experimental group (48 children) and a control group (53 children). The findings indicate that cooperative experiences contributed to the development of a positive self-image, strengthening confidence in personal abilities and the sense of acceptance from peers and family. Moreover, they support the socio-emotional adjustment of preschool children.

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