Cooperative games to promote socio-emotional skills and respectful coexistence in early childhood education classrooms

Abstract

This article addresses the value of cooperative games in the development of socio-emotional skills and the promotion of respectful coexistence in Early Childhood Education classrooms. To this end, a bibliographic review was conducted based on research studies published between 2021 and 2026, with particular attention to studies carried out in Latin America on play, cooperation, empathy, self-regulation, communication, conflict resolution, and peer relationships among children. The results indicate that cooperative games provide opportunities for children to interact, share, respect rules, express emotions, and develop prosocial attitudes. Likewise, the important role of teacher mediation, activity organization, and the creation of safe environments in promoting experiences of cooperation and respect was identified. The reviewed literature suggests that these playful experiences may contribute to the development of socio-emotional skills and to improved classroom coexistence. Finally, it is concluded that the planning of cooperative games is an appropriate pedagogical resource to support holistic development during early childhood. In fact, the review confirms that the systematic inclusion of these activities can create educational spaces where children learn through interaction, dialogue, and joint participation, gradually strengthening relationships based on respect, collaboration, and consideration for others.