ASSESSMENT OF PRESCHOOL PLAY INTERACTION BEHAVIORS IN YOUNG LOW-INCOME CHILDREN - PENN INTERACTIVE PEER PLAY SCALE

The purpose of this study was to develop and validate the Penn Interac tive Peer Play Scale (PIPPS), a teacher-rating instrument of the inter active play behaviors of preschool children. The PIPPS was designed (a ) to differentiate children who demonstrate positive play relationship s with peers from those who are less successful with peers, (b) to ide ntify play strengths of resilient preschool children living in high ri sk urban environments, and (c) to inform early childhood intervention. The PIPPS was based upon teacher descriptions of actual play repertoi res that children routinely displayed during free play. Thirty-eight t eachers from 5 representative urban Head Start Centers completed the m easure on 312 African American children enrolled in Head Start. Explor atory factor analyses revealed three reliable underlying dimensions: P lay Interaction, Play Disruption, and Play Disconnection. Concurrent v alidity was established by comparing the factor patterns of the PIPPS and the Social Skills Rating System. Implications for future research and practice are discussed.