Table 4 Relationship of the scale’s items and categories with the three framework theories.

1. RIGHT TO PLAY

1. Right to equal status within a game (Egalitarian commitment)

1. Competency, a cultural value of personal development through self-affirmation (Competency)

1. An attitudinal concept prior to the game (Cognitive component)

12 = “All boys and girls can play games with songs.”

14 = “Any boy or girl has the right to play with the others.”

2. PREFERENCE FOR CERTAIN MUSICAL GAMES

2. Preferring games featuring songs (social atmosphere)

2. Harmony, harmonious coexistence, context (harmony)

2. An emotional state associated with the game-playing aspect from an introspective angle (affective component)

5 = “If a game has a song, I prefer to sing while playing it.”

9 = “I like games in which everybody can sing together.”

10 = “Games featuring songs are more fun.”

3. CHOOSING GAME PARTNERS

3. Acceptance of social norms from the angle of individual personality (personality)

3. Hierarchy vs. egalitarianism; Socialized individuals creating social well-being and social interdependencies (hierarchy-egalitarianism)

3. Behavioral predisposition to play (behavioral component)

2 = “A game on a Playstation is a traditional game (with online game partners).”

16 = “When I play with boys and girls, sometimes I shout and insult them.”

18 = “I would never play with certain children because they’re not like me.”

19 = “To form a team, I prefer to choose teammates of my own sex.”

21 = “Girls play girl games and boys play boy games.”

23 = “I prefer to play only with boys or only with girls.”

28 = “I don’t play with disabled children because they can’t play our games.”

4. EMOTIONS AND INCLUSION

4. A condition of cooperation in games from the vantage point of introspection (cooperation-introspection)

4. Conservation vs. autonomy; Solutions to conflicts between the individual and the group (conservation-autonomy)

4. An emotional state associated with the game-playing aspect from an empathetic angle (affective component)

15 = “When I play with other children, I make sure not to harm them because I want them to enjoy playing with me.” 17 = “If a classmate is alone and not playing with anyone, I try to let them play because I care about how they feel.”

20 = “For me, it’s the same if I play with boys or with girls.”

24 = “If a classmate is left alone, I’d rather invite them to play so that they’re not left alone.”

27 = “I like to share games with girls and boys who have other capacities.”

29 = “Visually disabled children can also play with us.”