A Study on the Current Sharing Behavior in Construction Zone Games among Large Class Children: A Case Study of L Kindergarten in Guangzhou City

Sharing behavior, a fundamental component of young children's prosocial development, plays a critical role in fostering their social and cognitive growth. Structured block play activities provide an ideal context for children to engage in material sharing (e.g., tools) and collaborative interactions, thereby enhancing intrinsic motivation to share. However, observational data reveal persistent challenges, including low sharing frequency and insufficient reciprocal feedback among peers. This mixed-methods study employed systematic observation, interviews, and case analysis to examine the sharing behavior of 27 senior-class kindergarteners (aged 5–6 years) in Guangzhou during structured block play. The results indicated that sharing primarily manifested in two forms: (1) emotional exchange (e.g., joint celebration of achievements) and (2) material sharing (e.g., lending tools), with a strong preference for close peers as sharing partners. Notably, teacher-mediated reinforcement (e.g., verbal praise or social rewards) significantly increased sharing frequency, suggesting that scaffolded adult intervention facilitates the internalization of prosocial behavior. These findings contribute to developmental theories of sharing behavior and offer evidence-based strategies for educators to optimize peer interactions in early childhood settings.