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Publication
Study of network process in children during cooperation games
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Advisor(s)
Abstract(s)
While playing, the child progresses in reasoning ability, develops thinking and other skills, creates social
relations, understands the environment, develops knowledge and creativity, and satisfies desires (Dallabona&
Mendes, 2004). Thus, playing “increases their independence, stimulates their visual and auditory sensibility,
values their popular culture, develops motor skills, exercises their imagination, their creativity, socializes,
interacts, rebalances, recycles their emotions, their need to know and reinvent, and thus builds their knowledge”
(Dallabona& Mendes, 2004, p.4). However, the interaction with a medium that is still unknown requires the
child to explore new spaces, new situations, and new contexts, watching for visible behavioral changes,
acquiring patterns of communication and interaction with each other (Martins, Clemente,& Mendes, 2015), all of
which is essential for the child’s development.The aim of the present study was to analyze the variance between
groups of different sizes in different playful games of cooperation. The groups were randomly formed and
consisted of groups of 5 (G5) or 10 (G10) members.In the results obtained, it was possible to verify that there are no significant differences in the groups of 5 and 10 children in the values of proximity prestige, whereas in
centroid value statistically significant differences were found in the comparison between groups of 5 and those
of 10 children, regarding interaction in the cooperation games.
Description
Keywords
adjacency matrices graph theory network cooperation playful activities games