While playing, the child progresses in reasoning, develops thinking, creates social relations, understands the environment, develops skills, knowledge, creativity, and satisfies desires (Dallabona & Mendes, 2004). Thus, playing the child "increases their independence, stimulates their visual and auditory sensibility, values their popular culture, develops motor skills, exercises their imagination, their creativity, socializes, interacts, rebalances, recycles their emotions, their need to know and reinvent, and thus builds their knowledge" (Dallabona & Mendes, 2004, p.4). However, the interaction with a medium that is still unknown, requires the child to explore new spaces, new situations and new contexts, watching for visible behavioral changes, acquiring patterns of communication and interaction with each other (Martins, Clemente & Mendes, 2015), essential for its development. The aim of the present study was to analyze the variance between groups, with different elements, in different playful games of cooperation. The groups were randomly formed and consisted of groups of 5 (G5) or 10 (G10) elements. In the results obtained, it was possible to verify that there are no significant differences in the groups of 5 and 10 elements, considering the values of proximity prestige, whereas in centroid value were found statistically significant differences in the comparison of groups of 5 and those of 10 children, regarding the interaction in the cooperation games.