Citation

Fantuzzo JW, Sutton-Smith B, Coolahan KC, Manz PH, Canning S, Debnam D. Early Child Res. Q. 1995; 10(1): 105-120.

Copyright

(Copyright © 1995, Elsevier Publishing)

DOI

10.1016/0885-2006(95)90028-4

PMID

unavailable

Abstract

The purpose of this study was to develop and validate the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of the interactive play behaviors of preschool children. The PIPPS was designed (a) to differentiate children who demonstrate positive play relationships with peers from those who are less successful with peers, (b) to identify play strengths of resilient preschool children living in high risk urban environments, and (c) to inform early childhood intervention. The PIPPS was based upon teacher descriptions of actual play repertoires that children routinely displayed during free play. Thirty-eight teachers from 5 representative urban Head Start Centers completed the measure on 312 African American children enrolled in Head Start. Exploratory factor analyses revealed three reliable underlying dimensions: Play Interaction, Play Disruption, and Play Disconnection. Concurrent validity was established by comparing the factor patterns of the PIPPS and the Social Skills Rating System. Implications for future research and practice are discussed.