Parental assessment of peer play: Development and validation of the parent version of the Penn Interactive Peer Play Scale

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

“…The PIPPS can also help promote mental health by helping psychologists and teachers identify socially competent children who can model appropriate peer interactions for classmates (see Play Buddy Project as described in Fantuzzo et al, 1997). The parent version of the PIPPS (Fantuzzo, Mendez, & Tighe, 1998) should also be translated into Spanish and tested using comparable methods. Finally, the predictive validity of the PIPPS should be established for Spanish-speaking children, as research conducted with African American children has linked peer play competence during preschool with academic success in first grade (Hampton, 2000).…”

Assessing the play beliefs of African American mothers with preschool children

“…Both the teacher and parent versions of the Penn Interactive Peer Play Scale (PIPPS; Coolahan, Fantuzzo, Mendez, & McDermott, 2000;Fantuzzo, Mendez, & Tighe, 1998) were utilized. This rating system was developed in collaboration with Head Start teachers and parents to describe the peer play interactions of African American children.…”

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

“…The parent version of the Penn Interactive Peer Play Scale (PIPPS-P; Fantuzzo, Mendez, & Tighe, 1998) is a 32-item rating scale used to measure common play behaviors that facilitate or interfere with prosocial peer interactions in the home and neighborhood context. The PIPPS-P was developed in collaboration with Head Start parents and teachers specifically for use with low-income, urban Head Start children.…”

“…Reliability and validity studies of the PIPPS-P revealed three reliable dimensions: Play Disconnection, Play Disruption, and Play Interaction (Cronbach's alpha = .74, .81, and .84, respectively). The parent version of the PIPPS was validated by the teacher version of the PIPPS with high factorial congruence between the three PIPPS parent and teacher constructs (Fantuzzo et al, 1998). In addition, Fantuzzo and McWayne (2002) demonstrated a strong association between peer play in the home context and children's classroom behaviors (school-based peer play, approaches to learning, self-regulation, and behavior problems).…”