2004/01/02 by Sandra Glover Gagnon, Richard J. Nagle
Social Sciences · #Child Development and Digital Technology #Early Childhood Education and Development #Parental Involvement in Education
paper · doi:10.1002/pits.10120
openalex publication_date 2004/01/02 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/01
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. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 173–189, 2004.