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

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Julia Mendez, Associate Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The purpose of this investigation was to evaluate the construct validity of the parent version of the Penn Interactive Peer Play Scale (PIPPS) and to compare it with the teacher version. PIPPS were collected on 297 urban Head Start children. The Parent PIPPS replicated the three-factor solution found with the teacher version, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnection. Factor matching and canonical correlational analyses examining the relationship between the parent and teacher versions of the PIPPS revealed significant one-to-one matches between hypothesized like factors. Additionally, analyses of overlapping variance between versions indicated a significant degree of overlap. Implications of the findings for involvement of parents in the assessment process and research on the continuity and discontinuity between home and school environments for low-income, urban children were discussed.

Additional Information

Publication
Early Childhood Research Quarterly, 13, 659-676
Language: English
Date: 1998
Keywords
Peer play, Penn Interactive Peer Play Scale, Parent version, Teacher version