Relationships Between Peer Interactive Play and Social Competence in At-Risk Preschool Children

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Sandra G. Gagnon Ph.D., Associate Professor (Creator)
Appalachian State University (ASU )
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Abstract: Relationships between peer interactive play and social competence in a sample of preschool children (N = 85) considered at risk for academic difficulties were examined. Ratings of peer interactive play and social emotional development were collected from parents and teachers on the Penn Interactive Peer Play Scale and Vineland Social-Emotional Early Childhood Scale. Multivariate techniques revealed significant correlations between parent and teacher ratings on the measures. Results are discussed within the context of conducting multifaceted, ecological assessments of preschool children. Implications for school psychologists are noted with regard to the important associations between peer interactive play and social–emotional development. The psychometric integrity of the PIPPS is further validated and extended beyond the initial standardization sample to include a sample of primarily Caucasian children living in a more rural area.

Additional Information

Gagnon, S. G., & Nagle, R. J. (2004). Relationships between peer interactive play and social competence in at-risk preschool children. Psychology in the Schools, 41(2): 173-189 (Feb 2004). Published by Wiley-Blackwell (ISSN: 0033-3085). [The definitive version is available at]
Language: English
Date: 2004

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