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

Resource Type: Reports & Papers
Author(s): Bulotsky-Shearer, Rebecca J.; Lopez, Lisa M.; Mendez, Julia L.;
Date Issued: Q1 2016
Description: In accord with a strength-based, eco-cultural model, the present study examined the validity of the Penn Interactive Peer Play Scale-Teacher report (PIPPS-T; Fantuzzo, Coolahan, Mendez, McDermott, & Sutton-Smith, 1998) for use with Latino preschool children from low-income backgrounds. Capitalizing upon a large, statewide sample of Latino children (N = 824, M[mean] age = 52.54 months (SD = 8.73)), exploratory and confirmatory factor analyses identified three reliable and distinct dimensions of peer social competence: Play Interaction, Play Disruption, and Play Disconnection. Findings from multilevel models controlling for program, family, and child demographic variables, provided criterion-related validity for the three dimensions with some differential associations to concurrent assessments of children's learning-related and pre-academic skills at the end the Head Start year. Study findings extend prior research, supporting the utility of the PIPPS to assess the construct of peer social competence for Latino children from low-income backgrounds. Implications for early childhood research, practice, and policy are discussed. (author abstract)
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Funder(s): University of Miami ; United States. Administration for Children and Families. Office of Planning, Research and Evaluation
Journal Title: Early Childhood Research Quarterly
Volume Number: 34
Issue Number: 1
Page Range: 78-91
Topics: Children & Child Development

Research & Evaluation Methods > Measures

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 1873-7706 Online
0885-2006 Paper
Peer Reviewed: yes
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