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Introduction

Individual structural constrains may have led to the similarities or differences between my findings and Garcia’s. This can be demonstrated using two assertions. In   the first assertion, girl interacts in a cooperative, caring, and sharing manner. I found no difference to Garcia’s findings significantly supported by the observation of the children campus. However, I observed a few structural constrains among the girls in terms of playing with each other. For example, when two girls tried to help each other move the stability ball from one place to another as one could not carry it on her own due to the anatomical structure which did not allow holding the ball as it was too bulky. In a second assertion, girls and boys tried to maintain their interaction style with the opposite sex.

I found no difference in this assertion as well, but found individual structural constrains. For example, the boys helped each other to put blocks away, and one girl helped too. This is because the boys could not handle it on their own (Bogdan & Biklen, 1982).

Individual functional constrains may have led to the similarities between Garcia’s findings and my findings. I will demonstrate this using two assertions. The  first  one  being  girls  interacting  in  a  cooperative, caring  and  sharing  manner. However, I observed a few individual functional constrains. For example, a girl said to the teacher to watch her while she was moving the ball.

The function could not have been complete without either of the two. The next assertion is that Asian children had a social interaction style based on cooperation and support and, here, I also noted functional constrains. For example, an Asian boy listened to his teacher and sat down. Without listening to his teacher, he would not have carried out the function of sitting down.

Individual task constrains may have led to the similarities between my finding and Garcia’s. This can be demonstrated in two assertions and their examples. In the assertion where boys and girl tried to maintain their interaction style with the opposite sex, I found task constrains. For example, when  the  boys  helped  each  other  to  put  away  the  block  and  a  girl  also  came  in  to  help  out.

The task of putting away the blocks were made easier as they helped each other to carry it out. In another assertion where girls interact in a cooperative, caring and sharing manner, I also got more task constrains. For example, when one girl was playing ball alone, the other came and asked if she would join, she was told yes. Task of getting a playing partner was accomplished; it would not have been completed individually.

Individual environmental constrains might have also led to the similarities in our findings with Garcia’s ones (Greendorfer 1977). This can be demonstrated in assertions using examples. In the first assertion, where girls are said to interact in a cooperative, caring and sharing manner, there were individual environmental constrains. For example, a girl tried climbing a tree but she could not, the other girl came and helped her, but she could not do it too.

This was caused by environmental constraint, whereby the tree was too cumbersome for the girls to handle. Another assertion is where boys interact in a competitive, individualised, and egocentric manner, and here I found more environmental constrains. For example, the boys tried to go up a monkey bar individually. There was an environmental constraint as the monkey bar was too hard for the boys to climb, as their bodies were not adapted as those of monkeys.

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