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.
W. Ji (Wed,) studied this question.
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