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ERIC Number: EJ761716
Record Type: Journal
Publication Date: 2004-Feb
Pages: 17
Abstractor: Author
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0033-3085
Relationships between Peer Interactive Play and Social Competence in At-Risk Preschool Children
Gagnon, Sandra Glover; Nagle, Richard J.
Psychology in the Schools, v41 n2 p173-189 Feb 2004
Relationships between peer interactive play and social competence in a sample of preschool children (N = 85) considered at risk for academic difficulties were examined. Ratings of peer interactive play and social emotional development were collected from parents and teachers on the Penn Interactive Peer Play Scale and Vineland Social-Emotional Early Childhood Scale. Multivariate techniques revealed significant correlations between parent and teacher ratings on the measures. Results are discussed within the context of conducting multifaceted, ecological assessments of preschool children. Implications for school psychologists are noted with regard to the important associations between peer interactive play and social-emotional development. The psychometric integrity of the PIPPS is further validated and extended beyond the initial standardization sample to include a sample of primarily Caucasian children living in a more rural area. (Contains 8 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A