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Penn Interactive Peer Play Scale
Resource Type:
Instruments
Source:
In Contextually-relevant validation of peer play constructs with African American Head Start children: Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 13(3), 411-431
Journal Title:
Early Childhood Research Quarterly
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Teacher and observer ratings of Head Start children's social skills
Contextually-relevant validation of peer play constructs with African American Head Start children: Penn Interactive Peer Play Scale
Social competence: An untapped dimension in evaluating Head Start's success
An examination of the contributions of interactive peer play to salient classroom competencies for urban Head Start children
Preschool competency in context: An investigation of the unique contribution of child competencies in early academic success
A multivariate examination of parent involvement and the school and academic competencies of urban kindergarten children
The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children
Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations
Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct
Unique and protective contributions of parenting and classroom processes to the self-regulation and adjustment of African American preschool children attending Head Start programs
Multidimensional father involvement and its association with Head Start children's school readiness
Preschool competency in context: An investigation of the unique contribution of child competencies to early academic success
Parent involvement in early childhood education and children's peer-play competencies: An examination of multivariate relationships
Development and validation of the Preschool Temperament Classification System for use with teachers
Parent and teacher ratings of peer interactive play and social-emotional development of preschool children at risk
How can parents get involved in preschool?: Barriers and engagement in education by ethnic minority parents of children attending Head Start
Relations between behavior problems in classroom social and learning situations and peer social competence in Head Start and kindergarten
Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start
Cumulative risk, the mother-child relationship, and social-emotional competence in Latino Head Start children
The validity of interactive peer play competencies for Latino preschool children from low-income households
The impact of a vocational education program for childcare providers on children's well-being
Preschool contexts and teacher interactions: Relations with school readiness
Typology of emotional and behavioral adjustment for low-income children: A child-centered approach
Immediate effects of a school readiness intervention for children in foster care
Relationship between peer social competence and academic readiness for Head Start children: A multi-method, multi-source measurement approach
Preschool Temperament Assessment: A quantitative assessment of the validity of behavioral style questionnaire data
The role of positive peer interactions and English exposure in Spanish-speaking preschoolers' English vocabulary and letter-word skills
Using data-driven, video-based early childhood consultation with teachers to reduce children's challenging behaviors and improve engagement in preschool classrooms
Children's engagement in play at home: A parent's role in supporting play opportunities during early childhood
Preschool interactive peer play mediates problem behavior and learning for low-income children
Emotion regulation, language ability, and the stability of preschool children's peer play behavior
Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start
The transition from preschool to first grade: A transactional model of development
Peer play interactions and learning for low-income preschool children: The moderating role of classroom quality
Validation of the Penn Interactive Peer Play Scale with preschool children in low-income families in Hong Kong
Using a narrative- and play-based activity to promote low-income preschoolers' oral language, emergent literacy, and social competence
An investigation of the situational dimensions of preschool emotional and behavioral adjustment: A study of problems within the classroom context
Playing with others: Head Start children's peer play and relations with kindergarten school competence
Ecocultural patterns of family engagement among low-income Latino families of preschool children
Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts
Identifying mechanisms through which preschool problem behavior influences academic outcomes: What is the mediating role of negative peer play interactions?
African American father involvement and preschool children's school readiness
Subsidized childcare and child development in Colombia: Effects of Hogares Comunitarios de Bienestar as a function of timing and length of exposure
Profiles of culturally salient positive parenting practices among urban-residing Black Head Start families
Learning behaviors mediate associations between parent-reported peer play skills and literacy and mathematics skills for low-income preschool children
Habla conmigo: Teachers’ Spanish talk and Latine dual language learners’ school readiness skills
Habla conmigo: Teachers’ Spanish talk and Latine dual language learners’ school readiness skills
Associations between peer play interactions and empathy within an early childhood inclusion program for children with visual impairment
Making the invisible visible: Using a contextual measurement approach to identify children with social-emotional and behavioral needs in preschool classrooms
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