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PEER PERSUASION AND DOMINANCE DURING PLAY AMONG
KINDERGARTEN LEARNERS
Richie B. Lo en
Facul y, Cen al Mindanao Uni e si y
P incess Law en A. A ingo
Jessa Mae A. Coca
Jesel S. Despi
Raniel Jade V. Escala
Ceilo Ing id G. Idul
Jan Ma ie F. Maningo
I y G ace A. Ma inez
Dalema k Da e C. O a
Jenny Ann T. Salaza
Ca la Mae A. Samosa
Cen al Mindanao Uni e si y
ABSTRACT
This s udy aimed o examine how kinde ga en child en demons a e pee pe suasion and dominance du ing
play o be e unde s and hei social de elopmen . The pa icipan s we e one sec ion o 5-yea -old child en
en olled a musuan in eg a ed school in musuan, ma amag, bukidnon. Using a na u alis ic obse a ion me hod,
he esea che s obse ed he child en’s ee play wi hou in e e ence o iden i y dominance ac ics, pee
esponses, and he equency o success ul pe suasion. The indings e ealed ha he child en used a mix o
e bal commands, non- e bal ges u es, and physical ac ions o show dominance. Pee esponses we e mainly
compliance, esis ance, o wi hd awal, wi h many child en allowing dominan pee s o lead in o de o main ain
g oup ha mony. The equency o success ul pe suasion a ied om 20% o 87.5% o obse ed in e ac ions.
The s udy concludes ha play se es as an impo an se ing o de eloping social in luence and leade ship skills
among young child en. These esul s highligh he alue o obse ing play beha io o be e suppo social and
emo ional lea ning in ea ly childhood educa ion.
Keywo ds:
Pee Pe suasion, Dominance, Social In e ac ion, Ve bal Commands, Non-Ve bal Ges u es
INTRODUCTION
Pee pe suasion is de ined as he in luencing o o he s wi hin a social en i onmen (Williams & Schalle , 2025).
Simila ly, Lonig o e al. (2016) de ined i as he in luence child en exe on one ano he 's beha io s, decisions,
o a i udes h ough in e ac ion. By he age o i e, du ing which child en s a complex social beha io s in
g oup play, au oma ically, leade ship, nego ia ion, and coope a ion occu , he child commences de eloping pee
pe suasions and dominance by ying o exp ess an idea, pe suade hei pee s o accep he way hey wan o
play, and e en wan s o be he leade o he g oup.
Despi e he g owing unde s anding o child en’s social de elopmen , ew s udies ha e ocused on how
pe suasion and dominance occu na u ally in he cou se o play among Filipino child en. Al hough a ailable
ela ed s udies (e.g., Ka e kamp & Ho n, 2025; Mullen e al., 2023; Sco , 2023) do a i m ha dominance and
in luence a e p esen in pee play and child ens’ in e ac ion, mos o hese s udies we e conduc ed in Wes e n
con ex s o wi h olde pa icipan s. The e is a need o examine such social beha io s in local ea ly lea ning
se ings, whe e cul u al no ms, eache p ac ices, and pee ela ionships may shape how in luence and leade ship
mani es . This s udy, he e o e, pa icula ly in es iga es he dominance ac ics mani es ed by i e-yea -old
child en du ing ee play, desc ibes hei pee s' esponses o pe suasion and dominance, and asce ains how
equen pe suasion esul s in success ul coope a ion.
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Unde s anding how child en exp ess pe suasion and dominance du ing play ul con ex s has huge implica ions
o ea ly childhood educa ion. I will also p o ide educa o s, pa en s, and ca egi e s wi h conside able insigh
in o he ways in which young child en lea n abou social in luence and leade ship h ough a na u ally occu ing
play en i onmen . I will help eache s design a play-based s a egy ha encou ages posi i e pee in e ac ion,
coope a ion, and espec o o he s' ideas. In his way, he p esen s udy con ibu es o building a ca ing and
socially esponsi e class oom en i onmen ha suppo s child en's social and emo ional g ow h.
OBJECTIVES
The main objec i e o he s udy is o examine how pee pe suasion and dominance appea du ing play among
kinde ga en lea ne s h ough na u alis ic obse a ion.
Speci ically, i seeks o answe he ollowing ques ions:
1) Wha speci ic dominance ac ics do child en ages 5 na u ally use du ing play in e ac ions?
2) Wha ypes o pee esponses (e.g., compliance, esis ance) occu ollowing he use o dominance
ac ics in play?
3) How o en do child en success ully pe suade hei pee s o join o ollow hei play ac i i ies?
METHODOLOGY
This pa p esen s he me hods used in he s udy, including he esea ch design, loca ion, pa icipan s,
ins umen s, da a collec ion, and e hical conside a ions. I desc ibes how he s udy was conduc ed o ensu e
accu a e and eliable esul s.
Resea ch Design
In his s udy, a na u alis ic obse a ion design was used o s udy pee pe suasion and dominance in play among
5-yea -old child en. Beha io s we e eco ded as hey na u ally ook place, wi h no manipula ion o he
en i onmen o in luence on he child en's ac ions. This design documen ed au hen ic social in e ac ions
in ol ing pe suasion, leade ship, and con ol du ing games. The child en we e obse ed o e a pe iod o one
week, co e ing wo days, and one hou pe session, ei he du ing ee play o ecess. The esea che s obse ed
and eco ded he ins ances o pe suasion, coope a ion, and dominance using he p epa ed obse a ion checklis
and ield no es.
Resea ch Locale
The s udy was conduc ed a Musuan In eg a ed School, loca ed in Musuan, Ma amag, Bukidnon. The school
p o ided a na u al and amilia en i onmen whe e child en egula ly engaged in g oup-based and coope a i e
play. The kinde ga en class oom and ou doo play a ea se ed as he main obse a ion si es. These a eas
o e ed ich oppo uni ies o obse e eal pee in e ac ions and leade ship dynamics among young child en.
Pa icipan s
The pa icipan s o his s udy we e one sec ion o kinde ga en child en aged 5 yea s old en olled a Musuan
In eg a ed School. The class was obse ed as a whole g oup o cap u e he na u al low o play and
communica ion among pee s. No special ins uc ions o asks we e gi en o he child en o p ese e he
au hen ici y o hei play beha io . Pa en al consen and eache app o al we e ob ained p io o da a collec ion
o ensu e he e hical in ol emen o all pa icipan s.
Da a Collec ion P ocedu es
The esea che s conduc ed he obse a ions o one week, co e ing wo days, wi h one hou pe session du ing
he child en’s ee play pe iods. Be o e he obse a ion began, he esea che s asked pe mission om he school
adminis a ion (p incipal) and he class oom eache o conduc he s udy. A e wa ds, hey ob ained w i en
pa en al consen o all pa icipa ing child en and explained he gene al pu pose o he obse a ion using simple,
age-app op ia e language.
Du ing he da a-ga he ing phase, he esea che s se ed as non-pa icipan obse e s, meaning hey did no
in e e e wi h he child en’s play o p o ide ins uc ions. An obse a ion checklis was used o documen
di e en ypes o pe suasion (e.g., e bal easoning, o e ing, insis ence) and dominance indica o s (e.g.,
leade ship, con ol o ma e ials, p oposal accep ance). Field no es we e also used o eco d speci ic beha io s,
dialogues, and social con ex s. A he end o each obse a ion day, he esea che s e iewed and summa ized
hei no es o iden i y eme ging pa e ns o in e ac ion.
E hical Conside a ions
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The esea che s ollowed s ic e hical ules o p o ec he igh s and sa e y o all pa icipan s. Be o e he s udy
began, he esea che s asked pe mission om he eache and he school p incipal o conduc he s udy h ough a
consen o m ha explained he pu pose, p ocess, du a ion, and minimal isks o he s udy.
The esea che s ensu ed he p i acy and con iden iali y o all in o ma ion collec ed. The child en’s eal names
we e no used; ins ead, pseudonyms we e assigned o p o ec hei iden i ies. All obse a ion no es and iles
we e secu ely s o ed and accessible only o he esea ch eam. The collec ed da a we e used solely o
educa ional and esea ch pu poses. Fu he mo e, he esea che s ook g ea ca e o ensu e ha e e y child
emained com o able and emo ionally sa e h oughou he s udy. I any child showed signs o dis ess, he
obse a ion was immedia ely s opped, and he eache was p omp ly in o med.
RESULTS AND DISCUSSION
Table 1. The common dominance ac ics ha child en ages 5 na u ally use du ing play in e ac ions.
Majo Themes
Sub- hemes
Ve bal Pe suasion and Asse i eness
Spoken In i a ions
Non- e bal Pe suasion
Ges u es
Physical Tac ics
Commands/Di ec i es
Table 1 p esen ed he common dominance ac ics ha child en ages 5 na u ally use du ing play in e ac ions. A
o al o h ee majo hemes we e iden i ied om he obse a ion. (1) Ve bal Pe suasion and Asse i eness, (2)
Non- e bal Pe suasion, and (3) Physical Tac ics.
The iden i ied dominance ac ics ha child en na u ally use du ing play in e ac ions include: (1) Spoken
In i a ion which a e he e bal ph ases used by child en o di ec ly in i e pee s o join hei play, such as "come
play wi h us." (2) Ges u es a e he non- e bal signals like nodding, smiling, ugging, o holding ou oys o
d aw a en ion o in i e o he s in o play. (3) Commands o Di ec i es a e au ho i a i e e bal exp essions used
by child en o di ec pee s wi hin he play con ex like "go back o he s a ". Also, i o en includes bo h e bal
s a emen s and non- e bal ac ions such as poin ing o ges u ing ha manage and o ganize play.
Ve bal Pe suasion and Asse i eness
Ve bal pe suasion is one o he p ima y s a egies child en used o in luence hei pee s o join and engage o he
games o ac i i ies. This in ol e in i ing pee s explici ly, encou aging pa icipa ion, and nego ia ing ules o
oles wi hin he game. I is e ealed ha he mos equen s a egy in e bal pe suasion is di ec in i a ions (e.g.
"Come play wi h us," "Le 's play ag"), encou agemen , and easoning ("I will be mo e un wi h mo e playe s").
Ve bal asse i eness is seen as pa o he common dominance and pe suasion s a egy o young child en, and
is pa icula ly used by con iden , ou going child en; commands a e o en mo e success ul han eques s o
sc eaming (Baiocco, R., e al., 2016).
Spoken In i a ions
Child en o en use spoken in i a ions as a s aigh o wa d and di ec me hod o e bal pe suasion when in i ing
pee s o engage in play ac i i ies. These in i a ions a e usually simpli ied, clea , and encou aging, such as
“Come play wi h us,” “Le 's play ag,” o “Join ou eam.” The in i a ions o en occu along wi h explana ions
o mo i a ions ha d i es hei pee s o like he game o ac i i ies and e en ually make an e ec i e pe suasion
(Williams, D. E., & Schalle , K. A., n. d.).
Non- e bal Pe suasion
Following e bal pe suasion, non- e bal beha io s which includes ges u es, eye con ac , acial exp essions, and
showing oys o ma e ials is seen o be an ins umen used by child en o pe suade o he child en o ollow hei
leads du ing play (Ajmal, A., e al., 2021) Child en nod, pull hei pee s up gen ly, smile, make eye con ac , and
use hand ges u es o in i e o he s. Non- e bal communica ion sca olds e bal in e ac ion in ha child en can
signal hei in e es and in i a ion in sub le ways ha acili a e pee coope a ion wi h o wi hou spoken
language (20 E idence-Based Social Skills Ac i i ies and Games o kids., n.d.).
Ges u es
Non- e bal ges u es play an impo an ole in pee pe suasion whe ein child en use he ollowing ges u es:
nodding, eye con ac , hand mo emen s-beckoning o pulling-and he display o oys o ma e ials o in i e o
encou age hei pee s o join in a play. Admin, & Admin (2024, Sep embe 24) ound ha ges u es mos ly
con ey iendliness, inclusion, and emo ional cues ha a e impo an o engagemen , pa icula ly o child en
who may be less e bal o o signal sub le social cues ha egula e low and coope a ion wi hin a g oup. Also,
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ges u es a e o en used o domina e o he child en h ough making a ha d eye-con ac , o signaling someone o
ollow he lead.
Physical Tac ics
Physical ac ics in ol e pulling a pee 's a m, blocking pa hways, g abbing oys o body pa s, o placing one's
body o con ol play is a sign o dominance ha a emp s o asse powe and con ol wi h pee s. The esea che s
ound ha physical dominance is less common han e bal s a egies bu ends o occu pa icula ly when a child
eels con iden in his o he physical abili ies o seeks o lead h ough di ec con ol whe ein, child en ies o
in e up pee s' decisions o o e ide hem as a sign o domina ing he game. They migh al e game ules o ake
o e g oup choices wi hou ag eemen . Fo example, child en pulling o he s in o play, blocking, o pushing as a
way o al e g oup o game ules (Ka e kamp, A., & Ho n, L., 2025).
Commands o Di ec i es
The mos common way child en claim social dominance is h ough he use o command o di ec i es, gi en
ei he e bally, such as "Go back o he s a !", o non- e bally such as poin ing, blocking. Such beha io s
command con ol o e he s uc u e and ules o he game, assign oles and di ec play. I was e ealed ha
some commands a e coope a i ely accep ed while o he s a e esis ed o elici wi hd awal, e ealing he
nego ia ion in ol ed in pee ela ions. Dominance h ough commands is sub le; d awing a balance be ween
one's asse ion and he g oup's compliance, child en display hei awa eness o he limi s a imes h ough he ac
o nego ia ing o modi ying hei commands (Lease, A. M. & Ma in, R. P., 2022).
Table 2. Types o pee esponses ha occu ollowing he use o dominance ac ics du ing play.
Majo Themes
Sub- hemes
Compliance
Nego ia ion
Ag eemen
Comp omise
Resis ance
Re usal
Wi hd awal
Table 2 p esen ed he ypes o pee esponses ha commonly occu ollowing he use o dominance ac ics
du ing play. A o al o wo majo hemes we e iden i ied om he obse a ion: (1) Compliance, and (2)
Resis ance.
The iden i ied pee esponses ha commonly occu ollowing he use o dominance ac ics du ing play includes:
(1) Nego ia ion includes easoning, comp omises, and ule adjus men s used by child en o manage con lic s and
include hesi an pee s du ing play. (2) Ag eemen occu s when some pee s comply immedia ely wi h dominan
child en's di ec i es, acili a ing g oup cohesion and smoo h play low. (3) Comp omise is when e usal occu s,
whe e child en may ind middle g ound by modi ying ac i i ies o engaging in pa allel play. (4) Re usal is when
pee s ac i ely say no o esis in i a ions o dominance. And (5) Wi hd awal occu s when some
child en disengage o play sepa a ely o a oid con lic o o e -s imula ion.
Compliance
Compliance is when child en ag ee o an in i a ion, command, o social cue o hei pee s h ough accep ance,
pa icipa ion, o ollowing he g oup no ms and ules. Child en we e epea edly obse ed o eadily accep
in i a ions o en e games, ollow commands du ing game playing (e.g. "Go back o he s a !"), and nego ia e
wi h hings. Child en o en comply o wha e e he decisions, and plan ha he g oup had. The esea che s saw
ha i is he mos common esponses ha child en uses du ing an in e ac ion o in an ac i i y (Chen, J., e al.,
2020).
Nego ia ion
Nego ia ion du ing play in ol es child en alking h ough and making amendmen s o game ules, oles, and
ac i i ies in a i ing a a mu ually accep able a angemen . The obse a ions e eal child en ac i ely nego ia ing
oles and ules, some imes in esponse o dominance a emp s by o e ing sugges ions o modi y play
(Ca pen e , M., 2016). Resea ch by Cogbu n, M., & Sco , H. K. (2023, July 4) a es s ha nego ia ion e lec s
de eloping social-cogni i e skills, such as pe spec i e- aking and p oblem-sol ing, which help child en balance
hei desi es wi h hose o pee s o enhance coope a ion and inclusi eness.
Ag eemen
Ag eemen e e s o hose ins ances o child en who accep p oposals, join he games, and ag ee wi h g oup
decisions. I was exp essed ei he by a e bal 'yes', h ough nodding, o simply by joining in (C umpei-Tanasă e
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al., 2023). Ag eemen is a hallma k o social uni y and mu ual in ol emen ; and i was ound ha i is one way
o communica es mu ual unde s anding and he in en ion o coope a ion. I is suppo ed in li e a u e ha e bal
in i a ions, embedded in posi i e non- e bal ges u es, inc ease he chances o pee ag eemen and nu u e
posi i e g oup dynamics (A dian i, E., e al.,2023).
Comp omise
Comp omise in ol es child en yielding o al e ing ini ial desi es in o de o accommoda e o he s in sus aining
he con inua ion o he play o ac i i ies. I was e ealed ha he ins ances whe e child en nego ia e playing dual
games o adjus ing ules o sui di e en p e e ences a e common. Complemen a y non- e bal beha io s
acili a e signaling on he pa o he child en hei in en ions o coope a ion, wi h he gene al aim o
minimizing con lic . Mos o he child en we e ound o comp omise du ing he in e ac ion in o de o ha e a
smoo h low o he ac i i y (Augus ine, L., 2019).
Resis ance
Resis ance seems o appea when child en e use o join in he play, ejec commands, challenge dominance
beha io s, o wi hd aw om in e ac ions. I was ound ha e usals, nego ia ion a emp s, and wi hd awal
beha io s is an episodes o esponses o pe suasion and dominance. Resis ance is an impo an exp ession o
au onomy and pe sonal bounda ies wi hin social in e ac ions. Some imes, i akes he o m o e bal
disag eemen , e usal o pa icipa e, physical esis ance like pushing back, o emo ional wi hd awal om he
g oup. Resea ch unde lines ha esis ance may mold he balance o powe in pee g oups and igge e-
nego ia ions o ules and oles wi hin plays (Be ge , R. H., e al., 2016).
Re usal
Re usal in ol es explici o implici ejec ion o in i a ions, commands, o g oup decisions. The esea che s
ound ha child en some imes e bally say no, e use o join, o exp ess disin e es , and a imes non- e bally
wi hd aw o a oid engagemen . Re usal is a i al o m o asse ing au onomy and egula ing social bounda ies.
I also challenges dominan s uc u es, p omp ing enego ia ion and di e si y in play. Re usal can also signal
emo ional s a es like discom o o p e e ence, hence shaping pee in e ac ions (DeLay, D., e al., 2015).
Wi hd awal
I was ound ha wi hd awal is mo e han e usal; i is a disengagemen om play o social in e ac ion ha
occu s as a eac ion some imes o con lic , dominance, o us a ion. Wi hd awal is usually p eceded by
emo ional displays ha sugges dis as e o sadness. Child en hen engage in soli a y play o si alone, and e en
in a o m o ejec ion o no engage wi h he ac i i y. Wi hd awal is a sel -p o ec i e beha io o child en when
social demands ou weigh hei coping esou ces. This sugges s he need o sensi i i y om adul s in suppo ing
child en's beha io in play con ex s (G ueneisen, S., & Tomasello, M., 2022).
Table 3. The equency wi h which child en success ully pe suade pee s o join o ollow hei play ac i i ies.
Posi i e Pe suasion
Highes Pe cen age
87.5%
Lowes Pe cen age
20%
HP-LP: 87.5%-20% = 67.5%
Va ied by 67.5% pe cen age poin s (High/S ong Pe suasion/Dominance)
I was e ealed ha child en a e qui e success ul in pe suading hei pee s o join o ollow hei play ac i i ies,
wi h pe suasion success a es a ying widely— om 20% up o 87.5%, e ealing a 67.5 pe cen age poin
di e ence ac oss con ex s. This a ia ion e lec s di e ences in indi idual social skills, g oup dynamics, and
si ua ional ac o s.
Child en equen ly use a combina ion o e bal in i a ions ("Come play wi h us," "Le 's play ag"), non- e bal
ges u es (nodding, eye con ac , hand mo emen s), and, a imes, gen le physical encou agemen (pulling a pee ’s
hand) o pe suade o he s o join o ollow hei play. These mul i-modal s a egies con ibu e signi ican ly o
success ul pe suasion and pee compliance (Ahmad, J., e al., 2020). The high end o success (up o 87.5%)
shows ha child en commonly achie e hei social goals when engaging pee s wi h clea , con iden
communica ion coupled wi h posi i e non- e bal cues. Howe e , he lowe end (20%) sugges s challenges such
as pee e usal, indi idual p e e ences o alone ime, o esis ance o dominance, e lec ing he complexi y o
social nego ia ion in pee play (Jay, J. & Ki k, G., 2018).
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Child en’s success in pe suading pee s aligns wi h hei de elopmen al p og ession in language, social
cogni ion, and emo ional exp ession. As hey de elop g ea e con idence and s a egic use o language and non-
e bal cues, hei abili y o engage and in luence pee s imp o es. Fu he mo e, 20 E idence-Based Social Skills
Ac i i ies and Games o kids. (n.d.). posi ed ha success ul pe suasion o en occu s wi hin es ablished social
ne wo ks whe e us , amilia i y, and sha ed in e es s unde pin coope a ion.
ACKNOWLEDGEMENT
We hank all indi iduals whose in aluable suppo and con ibu ions made his s udy possible. To M . Richie B.
Lo en, esea ch ad ise , o he insigh ul guidance, inno a i e ideas, dedica ed e o , pa ience, and genuine
conce n, which ha e been c ucial in shaping his s udy and ensu ing i s success; To he class ad ise , M s.
Ne isa V. Co es, o he coope a ion, us , and suppo ha signi ican ly con ibu ed o he success o his
esea ch; To he esea che s’ pa en s, o hei unwa e ing emo ional, mo al, spi i ual, and inancial suppo ,
hei lo e and encou agemen ha e been i al in o e coming he challenges encoun e ed h oughou his
jou ney;
Mos impo an ly, we exp ess ou deepes g a i ude o Almigh y God o His unwa e ing wisdom and powe .
Th ough His guidance, blessings, and g ace, we ha e been able o o e come nume ous challenges and
success ully comple e he ask on hand; and Las ly, we ex end ou hea el hanks o e e yone who con ibu ed
in any capaci y.
CONCLUSION
Child en ages 5 na u ally use a combina ion o e bal commands, non- e bal ges u es, and physical ac ions as
dominance ac ics du ing play in e ac ions. These include gi ing di ec i es o o ganize games, poin ing o
ges u ing o con ol play low, and physical beha io s like blocking o g abbing o secu e esou ces. They
equen ly in e up o o e ide pee s' decisions by al e ing ules o aking con ol o g oup choices,
demons a ing ea ly leade ship and nego ia ion skills. Dominance also mani es s h ough selec i e gene osi y
and alliance o ma ion o build in luence. Child en lexibly swi ch be ween coe ci e s a egies (asse ing
con ol, monopolizing oys) and p osocial s a egies (nego ia ion, coope a ion) based on pee esponses and
si ua ional demands. These ac ics highligh eme ging au onomy, social egula ion, and g oup dynamics in
p eschool play.
Pee esponses o dominance ac ics in kinde ga en play mani es p ima ily as compliance, esis ance, o
wi hd awal. Some child en comply by yielding o di ec i es, allowing dominan pee s o lead and main ain
g oup cohesion. O he s esis by challenging leade ship, a guing o e ules, o asse ing hei own p e e ences,
indica ing ea ly nego ia ion and au onomy de elopmen . Wi hd awal o s epping aside also occu s, whe e
child en a oid con lic by playing sepa a ely o disengaging empo a ily. These a ied esponses e lec
child en's eme ging social egula ion skills and highligh how dominance can bo h uni y g oups and p o oke
shi s o ensions in pee dynamics.
Child en success ully pe suade hei pee s o join o ollow hei play ac i i ies wi h high a iabili y, anging
om 20% o 87.5% o obse ed in e ac ions. This wide ange (67.5 pe cen age poin s) e lec s di e se social
s a egies, whe e some child en use di ec e bal and non- e bal in i a ions e ec i ely, while o he s exhibi
lowe pe suasion equency. Success ul pe suasion o en in ol es a mix o clea communica ion, nego ia ion,
and social cues, suppo ed by exis ing iendships and coope a i e beha io s. Despi e occasional e usals,
pe suasion gene ally os e s g oup belonging and sus ained play. O e all, mos pee in e ac ions show a s ong
endency owa d posi i e pe suasion, wi h dominan , p osocial app oaches inc easing o e ime and con ibu ing
o inclusi e and ongoing play engagemen .
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