Interpersonal movement synchrony facilitates pro- social behavior in children’s peer- play

Kathleen Torres

Prof. Chacra
Uconn ECE Fam. & Indv.
Period 6.

Interpersonal movement synchrony facilitates pro- social behavior in children’s peer- play

 The emergence of pro social behaviors and social interaction skills is major focus of research on children's development. They consider one important feature of human social interactions, interpersonal movement synchronize, and explore its effects on sociability among young children. We specifically examine the pro-social effects of interpersonal movement synchronize, in a naturalistic peer-play context among 4- to 6- year-old children. Children who engaged in synchronous play, as compared with non-synchronous play, showed significantly more subsequent spontaneous helping behavior. These results are discussed in terms their contribution to existing literature and their broader implications for the development of pro-sociability and coordinated movements in early childhood. During their childhood period, considerable development is observed in children's social-cognitive skills and motivations.



Facts:
1) 4- to 6- year-old children help each other more after performing rhythmic movements synchronously compared to non-synchronously in a peer-play context,
2) Children who move in synchrony smile together more and engage in more eye contact.
3) Movement synchrony can potentially be used to facilitate pro-sociality among peers in clinical and educational settings.