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<p>This student study explored how children experienced non-sharing situations during classroom play and the solution strategies they proposed from their own perspectives. The study conceptualized non-sharing not as a deficit in prosocial behavior but as a situated meaning-making practice embedded within symbolic play, peer relations, and material conditions. Data were collected through one-to-one child-centered interviews supported by a visual prompt and systematic classroom observations conducted over eight weeks in a public early childhood education setting in Eastern Türkiye. The findings revealed that the children described non-sharing through concrete, observable actions such as pulling, fighting, arguing, and holding toys exclusively, and expressed non-sharing intentions through behavioral, verbal, and emotional responses. The children justified non-sharing by referring to toy-related factors and child-related factors. In response to non-sharing situations, the children demonstrated a flexible repertoire of solution strategies, including seeking mediation, negotiation and compromise, withdrawal, waiting, maintaining exclusive control, competition, and coercive actions. These strategies were dynamically enacted and adapted during play depending on peer reactions and contextual affordances. The findings highlight non-sharing as an interactional site where children actively negotiate social meanings, authority, and belonging, offering implications for re-conceptualizing non-sharing moments as pedagogical opportunities in early childhood education.</p>

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Children’s Perspectives on Non-Sharing During Play: Meaning-Making and Solution Strategies of Five-Year-Olds in Preschool Classrooms

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月22日

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  • Salih Türkmen,
  • Şeyma Türkmen,
  • Somayyeh Soysal,
  • Yılmaz Soysal

摘要

This student study explored how children experienced non-sharing situations during classroom play and the solution strategies they proposed from their own perspectives. The study conceptualized non-sharing not as a deficit in prosocial behavior but as a situated meaning-making practice embedded within symbolic play, peer relations, and material conditions. Data were collected through one-to-one child-centered interviews supported by a visual prompt and systematic classroom observations conducted over eight weeks in a public early childhood education setting in Eastern Türkiye. The findings revealed that the children described non-sharing through concrete, observable actions such as pulling, fighting, arguing, and holding toys exclusively, and expressed non-sharing intentions through behavioral, verbal, and emotional responses. The children justified non-sharing by referring to toy-related factors and child-related factors. In response to non-sharing situations, the children demonstrated a flexible repertoire of solution strategies, including seeking mediation, negotiation and compromise, withdrawal, waiting, maintaining exclusive control, competition, and coercive actions. These strategies were dynamically enacted and adapted during play depending on peer reactions and contextual affordances. The findings highlight non-sharing as an interactional site where children actively negotiate social meanings, authority, and belonging, offering implications for re-conceptualizing non-sharing moments as pedagogical opportunities in early childhood education.