Contextually-relevant validation of peer play constructs with African American Head Start children: Penn Interactive Peer Play Scale
Contextually-relevant validation of peer play constructs with African American Head Start children: Penn Interactive Peer Play Scale
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DOI：
10.1016/s0885-2006(99)80048-9
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发表时间：
1998-01-01
影响因子：
3.7
通讯作者：
Sutton-Smith, B
中科院分区：
文献类型：
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作者：
Fantuzzo, J;Coolahan, K;Sutton-Smith, B
本研究的目的是评估修订版的Penn互动同伴游戏量表（PIPPS）的结构和同时效度，PIPPS是一个教师评定工具的互动游戏行为的学龄前儿童。PIPPS收集了523个城市非洲裔美国人的头开始儿童。PIPPS量表得到确认，支持以下同伴游戏结构：游戏互动，游戏中断和游戏中断。32项PIPPS比36项版本有了重大改进。量表效度建立使用概念上相关的社会能力指标，包括教师报告，同伴报告，和直接发挥观察数据。表现出高互动游戏评级的儿童从教师那里获得了高社交技能评级，并且受到同龄人的喜爱，并在游戏过程中参与其中。在游戏中具有破坏性的孩子被评为低自我控制，更有可能参与孤独的游戏。游戏中的断开连接与同伴的可接受性低和缺乏参与游戏会话有关。PIPPS的实际使用和进一步研究发展适当的社会能力，为非洲裔美国人的开端儿童进行了讨论。
The purpose of this investigation was to evaluate the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors of preschool children. PIPPS were collected on 523 urban African American Head Start children. The PIPPS scales were confirmed, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnection. The 32-item PIPPS represented a significant improvement over the 36-item version. Scale validity was established using conceptually related indicators of social competence including teacher report, peer report, and direct play observation data. Children who evidenced high interactive play ratings received high social skill ratings from teachers, and were well liked by peers and engaged during play sessions. Children who were disruptive in play received ratings of low self-control and were more likely to be engaged in solitary play. Disconnection in play was associated with low acceptability by peers and lack of involvement in play sessions. Practical use of the PIPPS and further study of developmentally appropriate social competencies for African American Head Start children are discussed.