Getting children to play together cooperatively may depend less on their existing social connections and more on the structure of the play itself, particularly when those children aren’t already friends, according to new research from the Universities of Cambridge and Sussex. The study, published , suggests that introducing a shared goal can significantly improve collaboration and communication among children who don’t know each other well.
Researchers divided 148 children aged six to eight into pairs – some who were friends and some who were not. Each pair participated in two types of activities: free play, where they were simply allowed to interact without specific instructions, and a goal-directed drawing task, requiring them to collaboratively create a picture. The core of the research focused on measuring “connectedness,” defined as the extent to which children discussed the same topics, indicating shared focus and coherent communication during the activities.
The results revealed a clear difference in how the two groups interacted. While connectedness rates were generally higher during the drawing task compared to free play, this improvement was almost entirely driven by the pairs of children who weren’t already friends. Their level of connectedness during the goal-directed play increased by approximately 25%. This suggests that a shared objective provides a framework for communication and cooperation that is otherwise lacking when children are unfamiliar with each other.
“Children who are already friends can play and do things together in lots of different contexts,” explained Dr. Goodacre, a researcher involved in the study, as reported by Mirage News. “if a teacher or parent wants children who aren’t friends to collaborate, a shared goal may help them communicate more effectively.”
The findings align with broader research on social interaction and communication. Effective reciprocal communication is a vital component in forming and maintaining social relationships, as highlighted in research on peer social play. The Cambridge and Sussex study builds on this understanding by pinpointing a specific mechanism – a shared goal – that can facilitate connection even in the absence of pre-existing social bonds.
The study doesn’t delve into the specific cognitive or social mechanisms that explain this effect, but researchers theorize that a common goal provides a natural focus for interaction. When children are working towards something together, they are more likely to share ideas, negotiate roles, and respond to each other’s contributions. This contrasts with free play, where children may pursue individual interests or struggle to establish a shared focus without a pre-existing understanding of each other’s preferences.
The implications of this research are potentially significant for educators and parents. It suggests that simply putting children together to play isn’t enough to foster positive social interactions, especially if they don’t already have a relationship. Instead, structuring play around a specific task or goal can be a more effective strategy for promoting collaboration and communication. This could involve activities like building a tower together, completing a puzzle, or creating a story as a team.
The research also touches on the inherent differences in how established friendships function versus how interactions begin. Friends, the study suggests, already possess shared experiences and an intuitive understanding of how to play together. Non-friends lack this familiarity, and therefore benefit from the structure and focus provided by a shared goal. This isn’t to say that free play is unimportant; rather, it highlights the value of intentionality when trying to foster connections between children who are not already acquainted.
While the study focused on children aged six to eight, the principles likely extend to older age groups as well. The need for a common ground and clear communication remains crucial for effective collaboration at any age. Further research could explore how different types of goals – competitive versus cooperative, simple versus complex – influence the dynamics of interaction between unfamiliar individuals.
The study’s findings offer a practical insight for anyone seeking to encourage positive social interactions among children. By shifting the focus from simply encouraging play to structuring play around shared objectives, parents and educators can create opportunities for children to connect, communicate, and collaborate, even if they don’t start out as friends.
