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

An examination of the contributions of interactive peer play to salient classroom competencies for urban head start children

“…Studies have validated these dimensions of peer social competence in play for diverse groups of low-income preschool children by examining these dimensions in relationship to measures of peer acceptance (sociometrics), direct classroom observation of play behaviors, and other teacher assessments of social competency (Castro, Mendez, & Fantuzzo, 2002;Fantuzzo et al, 1995Fantuzzo, Mendez, & Tighe, 1998). Results indicated that children who demonstrated high levels of interactive peer play behavior obtained high teacher ratings of their social skills, were well-liked by their peers, and were observed to engage in highly interactive play .…”

The validity of interactive peer play competencies for Latino preschool children from low-income households

“…To date, there has been only one published study examining the construct validity of the PIPPS with a sample of Latino children (N = 320, with 72% Hispanic, 28% Black) who were receiving child care subsidies in eight centers in Miami-Dade County. This study generally replicated the three factors (Castro, Mendez, & Fantuzzo, 2002); however, the study included a mix of both African American (28%) and Latino children, and validity analyses were limited to concurrent bivariate correlations between PIPPS dimensions and teacher-rated externalizing and internalizing behavior, as assessed by the Social Skills Rating Scale. More research is needed examining other key readiness domains with a larger, more diverse sample of Latino children, using a multilevel modeling approach that controls for program-, family-, and child-level variables.…”

Observing young children’s play: a brief review

“…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.…”