Assessment of preschool play interaction behaviors in young low-income children: Penn Interactive Peer Play Scale

A validation study of the Penn Interactive Peer Play Scale with urban Hispanic and African American preschool children.

“…Yet, this population is not representative of all Spanish-speaking communities in this country and further testing and modification of this Spanish translation is warranted. However, the replication of the construct and concurrent validity of the PIPPS with a Spanish-speaking sample does extend the generalizability of the measure beyond the African American population addressed by Fantuzzo et al (1995) and subsequent authors (Coolahan et al, 2000;Fantuzzo & Coolahan et al, 1998). As this initial study sets forth reliable play constructs, subsequent work can investigate precisely the relations between the PIPPS and other published rating scales, classroom observations of children's play, and cultural and contextual influences on Hispanic children's play behavior.…”

“…The teacher version consists of 32 items identifying common play behaviors that facilitate or interfere with peer interactions in the classroom. Multiple factor analytic studies (Coolahan et al, 2000;Fantuzzo et al, 1995;Fantuzzo & Coolahan et al, 1998) yielded three underlying dimensions of children's play behaviors: Play Interaction, Play Disruption, and Play Disconnection. The Play Interaction factor consists of items reflecting creative, cooperative, and helpful behaviors that facilitate successful peer play interactions.…”

“…The Penn Interactive Peer Play Scale (PIPPS; Fantuzzo et al, 1995) was developed in collaboration with Head Start teachers and parents to describe peer play interactions of African American children. The teacher version consists of 32 items identifying common play behaviors that facilitate or interfere with peer interactions in the classroom.…”

“…A second advantage is that this measure can be used as an assessment tool to inform school-based intervention programs (see Fantuzzo et al, 1997 for an illustration). The psychometric properties of the scale are also strong, with studies establishing reliability among teachers, parents, and teacher assistants from different educational and ethnic back-grounds, and validity using multiple sources of social competence data (Fantuzzo et al, 1995;Fantuzzo & Coolahan et al, 1998). A limitation of the current PIPPS instrument is that it has not been tested with preschool children outside of the Northeast region of the country, nor has it been translated for use with Spanish-speaking adult raters.…”

Daginstitutionens betydning for udsatte børn og deres familier i ghetto‐lignende boligområder

“…lav selvvaerdsfølelse, aggressiv adfaerd og lav impulskontrol (Fantuzzo et al 1995;Raver et al 1999;Kaiser et al 2000;Lutz et al 2002).…”