Negotiation is central to young children’s social competence. Role play is a key context for its emergence. This mixed-methods study examined negotiation among middle-group kindergarten children (ages 4-5 years old) during role play and the factors shaping it. Participants were 30 children (15 boys, 15 girls) from two middle-group classes in an urban Hangzhou kindergarten, China. Five class teachers also participated. Data came from naturalistic observation, semi-structured teacher interviews, and a teacher questionnaire. Descriptive statistics showed same-sex negotiation dominated (80.80%), with girl-girl pairs at 50.00%. Negotiation focused more on opinions than objects (65.40% versus 34.60%) and peaked at game initiation (46.20%). Integrative strategies were most common (46.20%). Overall success reached 72.40%, with compromise (51.20%) exceeding win-win outcomes (21.20%). Questionnaire and interview data showed children often relied on teacher help after failed negotiation (80.00%). Teachers valued peer interaction (80.00%) but rarely designed activities to foster it (10.00%). Findings are discussed in relation to cognitive and social development. Practical implications concern extending negotiation contexts, building tiered teacher support, shifting from direct instruction to guided facilitation, and conducting targeted capability training.
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Gong, M., Lin, S., Hu, X. (2026) Negotiation Behaviors of 4-5-year-old Children in Role Play: Current Status, Influencing Factors, and Educational Implications. Global Education Bulletin, 3(5), 25-34. https://doi.org/10.71052/grb2025/LYTT2516