Validation of the Penn Interactive Peer Play Scale for Korean Young Children with a Special Focus on Confirmatory Factor Analysis

Choi, Hyeyeong; Shin, Haeyoung

doi:10.5723/kjcs.2011.32.2.35

Cited by 13 publications

(10 citation statements)

References 7 publications

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“…At Time 3, preschool teachers also reported on 5-year-old children’s positive peer interactions using the Peer Interaction subscale of the PIPPS (Choi & Shin, 2008). The Peer Interaction subscale consisted of nine items rated on a 4-point Likert-type scale (1 = not at all to 4 = all the time ) that measured a variety of young children’s positive peer interactions, such as sharing, helping, cooperating, and showing positive emotions toward peers.…”

Section: Methodsmentioning

confidence: 99%

“…Disruptive peer play. At Time 3, preschool children's disruptive peer play behaviors were measured using Choi and Shin's (2008) version of the Peer Play Disruption subscale from the Penn Interactive Peer Play Scale (PIPPS; Fantuzzo et al, 1995). Choi and Shin translated the scale into Korean and established its validity and reliability in a Korean sample.…”

Section: Methodsmentioning

confidence: 99%

“…Positive peer interactions. At Time 3, preschool teachers also reported on 5-year-old children's positive peer interactions using the Peer Interaction subscale of the PIPPS (Choi & Shin, 2008).…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Longitudinal Relationships Among Marital Conflict, Maternal and Paternal Warmth and Control, and Preschoolers’ Socioemotional Outcomes in South Korea

Han

Rudy

Proulx

2017

Journal of Cross-Cultural Psychology

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This longitudinal study examined spillover effects of marital conflict on subsequent parenting and preschoolers’ outcomes in South Korea. Data came from the Panel Study on Korean Children. Participants were 1,826 South Korean fathers, mothers, and their preschool children (M age = 3 years at Time 1; 51.5% boys). Path analysis was conducted to examine longitudinal relationships among marital conflict, fathers’ and mothers’ parenting behaviors (i.e., warmth and strict control), and preschool children’s emotional maladjustment and peer relationships. Marital conflict when children were age 3 predicted lower levels of warmth for mothers and fathers, but not levels of strict control, when children were age 4. Maternal reports of lower warmth and higher strict control when children were age 4 predicted preschoolers’ later emotional maladjustment, but not peer relationships at age 5. Paternal reports of warmth and control at age 4 predicted preschoolers’ subsequent peer relationships, but not their emotional problems at age 5. Direct effects of marital conflict at age 3 on children’s outcomes at age 5 were also found. The model fits equally well for boys and girls. The study suggests that different socialization processes may have been affected for mothers and fathers by marital conflict, which in turn selectively affected different outcomes in children.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Longitudinal Relationships Among Marital Conflict, Maternal and Paternal Warmth and Control, and Preschoolers’ Socioemotional Outcomes in South Korea

Han

Rudy

Proulx

2017

Journal of Cross-Cultural Psychology

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“…Fantuzzo, Mendez and Tighe (1998) also validated the parent version of PIPPS and suggested further use of it in play observations at home and school. The Spanish, Korean, and Chinese versions of PIPPS were also validated with the low-income Hispanic preschoolers, Korean preschool children, and low-income kindergarten children in Hong Kong (Castro, Mendez & Fantuzzo, 2002;Choi & Shin, 2008;Leung, 2014). Further Gagnon and Nagle (2004) measured peer interactive play and social competence and revealed significant relationships for at-risk preschool children.…”

Section: Penn Interactive Play Scalementioning

confidence: 99%

Observing young children’s play: a brief review

Kurt¹

2019

GYNTF

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The observational techniques are significant tools to inform educational practice and research. Thanks to their advantage of providing authentic data, these techniques are vastly used to inform theory and practice in the field of early childhood education and development. In this brief review; (1) the observational methods, (2) the observational settings, (3) the types of observations, (4) the observational tools, and (5) the ethical considerations have been delineated in the context of educational research and practice.

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“…Author John Fantuzzo Year 1995 Origin United States of America Translations Chinese (Leung, 2014); Korean (Choi & Shin, 2008); Portuguese (Coelho et al, 2017); Spanish (Castro et al, 2002); Turkish (Ahmetoğlu et al, 2016) Context Psychology Target population 36-to 63-month-old low-income minority children 9-to 13-year old children with autism Objectives Play-based assessment Short description The PIPPS is an evaluation tool designed to assess the social competence of preschool children by observing their play interaction with peers. This instrument is aimed at identifying the children's behavioural strengths and needs within the context of peer play in the classrooms or home environments.…”

Section: Normative Sample Yesmentioning

confidence: 99%

3 Review of tools for play and play-based assessment

Bulgarelli¹,

Bianquin²,

Caprino³

et al. 2018

Evaluation of Childrens' Play

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ContextOccupational therapy Target population 0-to 6-year-old children with physical disabilities Objectives Play assessmentShort description The Assessment of Ludic Behaviour (ALB) is a criterion-referenced evaluation tool designed to assess the development of the social and object play in children with motor impairments. The assessment procedure includes a parent's interview and the observation of child's free play behaviour.The Initial Interview with Parents on the Ludic Behavior of Their Child (Ferland, 1997(Ferland, , 2005) provides information on the child's play behaviour at home from the parents' perspective. It provides information about the child's play material, toy preferences, play interests, favourite playmates, most functional position to play and frequency of play in the family environment.The purpose of the observational assessment is to characterize the qualitative and individual aspects of a child's play behaviour with respect to his/her play interests, play abilities, and play attitude. The manner in which the child communicates is noted as well.Based on observation procedure, five different areas are examined, encompassing different categories: General level of interest and motivation (Human, Sensory); Basic Ludic Abilities (Action with regard to objects, Action with regard to space, Use of objects, Use of space); Ludic Interest (Action with regard to objects, Action with regard to space, Use of objects, Use of space); Ludic attitude (Curiosity, Initiative, Sense of humour, Pleasure, Enjoyment of challenge, Spontaneity); Communication in play. Each area encompasses a different number of items, scored according to a 3-point scale. The evaluator scores the items with the aid of a check list while the child is playing; at the end of the session if some item has not been observed the evaluator can initiate the play activity trying to involve the child.The ALB can be used to set up play-based interventions.

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Validation of the Penn Interactive Peer Play Scale for Korean Young Children with a Special Focus on Confirmatory Factor Analysis

Cited by 13 publications

References 7 publications

Longitudinal Relationships Among Marital Conflict, Maternal and Paternal Warmth and Control, and Preschoolers’ Socioemotional Outcomes in South Korea

Longitudinal Relationships Among Marital Conflict, Maternal and Paternal Warmth and Control, and Preschoolers’ Socioemotional Outcomes in South Korea

Observing young children’s play: a brief review

3 Review of tools for play and play-based assessment

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