Literaturnachweis - Detailanzeige
Autor/inn/en | Fantuzzo, John; und weitere |
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Titel | Assessment of Preschool Play Interaction Behaviors in Young Low-Income Children: Penn Interactive Peer Play Scale. |
Quelle | In: Early Childhood Research Quarterly, 10 (1995) 1, S.105-20Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0885-2006 |
Schlagwörter | Behavior Rating Scales; Blacks; Early Childhood Education; Interpersonal Competence; Play; Poverty; Preschool Children; Social Development; Test Construction; Test Reliability; Urban Environment Black person; Schwarzer; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interpersonale Kompetenz; Spiel; Armut; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Testaufbau; Testreliabilität; Stadtökologie |
Abstract | A study developed and validated the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of the interactive play behaviors of preschool children. Thirty-eight teachers completed the measure on 312 African American children enrolled in Head Start. Exploratory factor analysis revealed three reliable underlying dimensions: play interaction, play disruption, and play disconnection. (MDM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |