Does a Mixed-Age Setting Reduce Competition and Increase Cooperation Among Children?
Date of Award
8-2013
Document Type
Thesis
Degree Name
Master of Arts (MA)
Institution Granting Degree
University of Maine
Cedarville University School or Department
Psychology
First Advisor
Peter LaFreniere
Second Advisor
Cynthia Erdley
Third Advisor
Mary Logue
Keywords
preschoolers, research, school age, behavior, cooperation, competition
Abstract
This study is the first to test the evolutionary hypothesis that mixed-age settings increase cooperation and reduce competition among peers. Triads of 30 preschoolers (ages 4-6) and 10 third to six graders (ages 8-13) were observed when they were involved in a game playing situation that involved limited resources, where 20 pairs of preschoolers were tested twice: once in a same-age group and once in a mixed-age group. Children in mixed-age groups were more cooperative than children in same-age groups and these cooperative behaviors were more frequently initiated by older children. Whereas children in same-age groups spent more time interfering and being unoccupied, children in the mixed-age groups spent more time playing the game, were more equitable and better organized and had more smooth turn-taking behaviors than same-age groups. These findings demonstrate the potential benefits of mixed-age interaction that are deeply rooted in our evolutionary heritage.
Recommended Citation
Liu, Chao, "Does a Mixed-Age Setting Reduce Competition and Increase Cooperation Among Children?" (2013). Faculty Dissertations. 123.
https://digitalcommons.cedarville.edu/faculty_dissertations/123
