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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.

The purpose of the present study was to evaluate differences in the social play of maltreated and nonmaltreated preschool children and the effectiveness of a resilient peer treatment (RPT) for socially withdrawn victims of physical abuse and neglect. RPT is a peer-mediated classroom intervention based on a developmental-ecological model. It involves pairing withdrawn children with resilient peers in the natural classroom under the supervision of a parent assistant. Forty-six Head Start children, of whom 22 were maltreated, were randomly assigned to RPT and control conditions. Outcome variables were observational categories of social play and standardized teacher ratings. Before treatment, maltreated children were significantly more isolated and less interactive in peer play than nonmaltreated children. RPT resulted in a significant increase in positive interactive peer play and a decrease in solitary play for maltreated and nonmaltreated, socially withdrawn children. Moreover, treatment gains in social interactions were validated 2 months following treatment. Findings are discussed in terms of a developmental-ecological model.

The purpose of this study was to develop and validate the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of the interactive play behaviors of preschool children. The PIPPS was designed (a) to differentiate children who demonstrate positive play relationships with peers from those who are less successful with peers, (b) to identify play strengths of resilient preschool children living in high risk urban environments, and (c) to inform early childhood intervention. The PIPPS was based upon teacher descriptions of actual play repertoires that children routinely displayed during free play. Thirty-eight teachers from 5 representative urban Head Start Centers completed the measure on 312 African American children enrolled in Head Start. Exploratory factor analyses revealed three reliable underlying dimensions: Play Interaction, Play Disruption, and Play Disconnection. Concurrent validity was established by comparing the factor patterns of the PIPPS and the Social Skills Rating System. Implications for future research and practice are discussed.

Perspectives and Critical Models - Vera John-Steiner, Notebooks of the mind. Albuquerque: University of New Mexico Press, 1985. Pp. x + 256. - Jerome Bruner, Actual minds, possible worlds. Cambridge, Mass.: Harvard University Press, 1986. Pp. xi + 201. - James W. Wertsch (ed.), Culture, communication, and cognition. Cambridge: Cambridge University Press, 1985. Pp. x + 379. - Volume 17 Issue 2

Language Acquisition - Lee Galda and Anthony D. Pellegrini (eds.), Play, language, and stories: The development of children's literate behavior. Norwood, N.J.: Ablex, 1985. Pp. ix + 188. - Volume 17 Issue 2

Previous articleNext article No AccessBook ReviewsSymbolic Play: The Development of Social Understanding. Inge Bretherton Brian Sutton-SmithBrian Sutton-Smith Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by American Journal of Education Volume 94, Number 2Feb., 1986 Sponsored by the Penn State College of Education Article DOIhttps://doi.org/10.1086/443846 Views: 1Total views on this site Copyright 1986 The University of ChicagoPDF download Crossref reports no articles citing this article.

American AnthropologistVolume 88, Issue 3 p. 765-766 Free Access General/Theoretical Anthropology: Humor and Laughter: An Anthropological Approach. Mahadev L. Apte. Brian Sutton-Smith, Brian Sutton-Smith University of PennsylvaniaSearch for more papers by this author Brian Sutton-Smith, Brian Sutton-Smith University of PennsylvaniaSearch for more papers by this author First published: September 1986 https://doi.org/10.1525/aa.1986.88.3.02a00790Citations: 1AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume88, Issue3September 1986Pages 765-766 RelatedInformation

We stand at the threshold of an intrusion into social science by modes once known as literary or esthetic or ludic.

Historical origins of the research on the cultural correlates of imaginative behavior by the Israeli psychologists Feitelson, Smilansky, and Eifermann are presented. It is argued that despite McLoyd's searching analysis of the deficiencies in studies which attempt to relate level of imaginative play to social class, those earlier cross-cultural studies, together with some 50 years of prior research on social class and play in general, provide a context which gives support to those studies despite their particular methodological deficiencies.

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The study of play is traced through its historical roots and its contemporary disciplinary and sex-role contexts.

An examination of some of the issues in the interaction between contextual and textual determinants of children's stories is presented here.