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ERIC Number: EJ823385
Record Type: Journal
Publication Date: 2003
Pages: 15
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0279-6015
The Validity of the Penn Interactive Peer Play Scale with Urban, Low-Income Kindergarten Children
Hampton, Virginia R.; Fantuzzo, John W.
School Psychology Review, v32 n1 p77-91 2003
The purpose of this study was to determine whether the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors for early childhood, was valid for urban, low-income children in kindergarten. The PIPPS demonstrated construct validity, and yielded three dimensions of interactive peer play: Play Interaction, Play Disruption, and Play Disconnection. These constructs were congruent with the dimensions found for preschool children. Concurrent validity was demonstrated with a standardized instrument assessing global social skills and academic competence. Children who displayed highly interactive peer play were given high ratings by teachers for social skills and were ranked higher in the class for academic competence. Those children who were disruptive or disconnected in play were viewed by teachers as having more problem behaviors and had lower academic achievement as compared to their peers. The PIPPS also was found to have predictive validity to first grade academic performance. Children who were reported by their teachers to have effective peer interactions during play had higher teacher ratings of academic success than children who were considered disruptive or disconnected in play. Implications for policy and practice in early childhood are discussed. (Contains 5 tables and 2 footnotes.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A