• Korean Journal of Child Studies
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• v.32 no.4
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• pp.135-146
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• 2011

The purpose of this study was to explore the relationship between young children's play characteristics, interactive peer play and Preschool children's behavior. The subjects of this consisted of 235 3- to 5-year-old children resident in Gyeonggi Province. Collected data were analyzed with SPSS statistical software. The results of this study were as follows : First, there was a significant relationship between play characteristics, interactive peer play and Preschool children's behavior. Second, in terms of the degree of play characteristics in evidence, interactive peer play appears to be a reliable predictor of young children's behavior.

• Journal of Families and Better Life
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• v.29 no.4
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• pp.175-186
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• 2011

The purpose of this study was to explore the differences in interactive peer play according to the type of problem behavior. The subjects were 112(67 boys, 45 girls) S-year-old children at 25 daycare centers in Seoul, Gyeonggi, and Gyeongsang areas. Instruments included the Preschool Behavior Questionnaire(PBQ; Behar & Stringfield, 1974) and the Penn Interactive Peer Play Scale(PIPPS) in both the teacher version(Choi & Shin, 2008) and the parent version(Fantuzzo, Mendez, & Tighe, 1998). The data were analyzed with descriptive statistics, cluster analysis, t-test, and one-way ANOVA using the SPSS 18.0 software program. The results showed that the clusters of problem behaviors on the PBQ could be grouped into four categories; 'hostility-aggressiveness', 'hyperactivity- distractibility', 'anxiety-fear', and 'combined'. In addition, group differences among the problem behaviors were significantly found in 'play disruption' and 'play disconnection' but not in 'play interaction' of the PIPPS on teachers' and parents' ratings. Specifically, group differences were not found in the parental reports, while significant group differences were noted in the 'play disconnection on PIPPS component of the teachers' reports.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.303-318
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• 2008

Participants in this study of the validity and reliability of PIPPS (Penn Interactive Peer Play Scale; Fantuzzo et al., 1998) for Korean children were 248 5-to 6-year - old children and 11 teachers. Instruments included the Peer Rating Scale(PRS; Singleton et al., 1979), Social Competence and Behavior Evaluation (SCBE; LaFreniere & Dumas, 1995), and Preschool Behavior Questionnaire (PBQ; Behar & Stringfield, 1974). The structure of PIPPS resulted in 3 factors, 'play disruption', 'play interaction', and 'play disconnection' with 30 items similar to the original PIPPS factors. Validity was evidenced by inter-correlations among sub-factors and by correlations between PIPPS and criterion measures. PIPPS scores were validated by ratings from PRS, SCBE and PBQ sub-areas scores. Cronbach's a reliability of PIPPS factors ranged from .88 to .92.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.321-334
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• 2013

The purpose of this study was to examine the relationship of father's verbal control modes, children's self efficacy, social competence and interactive peer play. The subjects were pairs of 195 three, four and five year-old-children and their fathers. Data were analyzed with mean, standard deviation, and bivariate correlation. Results indicated that father's verbal control modes were significantly correlated with children's self efficacy, social competence and interactive peer play. Father's person-oriented control verbal mode was positively related to children's self-recognition, self-emotion, social competence, leadership and interactive peer play while imperative control verbal mode was negatively related to children's instability, interrupted play behavior, and disturbed play behavior.

• Korean Journal of Child Studies
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• v.32 no.2
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• pp.35-52
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• 2011

The purpose of this study was to evaluate the validity and reliability of the Penn Interactive Peer Play Scale (PIPPS) for Korean young children, with a special confirmative factor analysis. The participants were composed of 435 5-to 6-year-old children and their parents, and 42 teachers. The instruments included the 32-item exploratory PIPPS (Choi & Shin, 2008), the Preschool Behavior Questionnaire (PBQ; Park, 1992), and the PIPPS on parental reporting. The PIPPS was confirmed, and supported the following constructs resulting in the investigation of 3 factors, 'play disruption', 'play interaction', and 'play disconnection', along with 30 items similar to the PIPPS (2008). Inter-correlations between the sub-factors of PIPPS with those of criterion measures were validated by ratings from the PBQ and the parent version of the PIPPS. The reliability coefficients of the sub-factors of the PIPPS ranged from .85 to .92. In conclusion, 3 factor structure of the PIPPS was appropriate to represent the interactive peer play of Korean young children.

• Human Ecology Research
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• v.52 no.5
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• pp.541-549
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• 2014

The purpose of this study was to analyze the effects of preschool children's behavioral and emotional regulation on their peer play behavior, focusing on gender differences. A total of 214 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Child Behavior Rating Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student's t -test, Pearson's partial correlation, and multiple regressions with the SPSS software ver. 16.0. The main results of this study are as follows: first, there was a significant gender difference in preschool children's behavioral regulation, emotional control, play interaction, and play disruption. However, there was no gender difference in preschool children's play disconnection. Second, preschool children's emotional control and behavioral regulation had positive effects on their play interaction irrespective of gender. Third, preschool children's emotional instability and emotional control had a positive influence on their play disruption irrespective of gender. Finally, the factors of behavioral regulation and emotional instability significantly predicted the boys' play disconnection, while for the girls, the significant predictor was emotional control. Further, implications for the use of early intervention targeting specific behavioral and emotional regulation problems have been discussed.

• Korean Journal of Childcare and Education
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• v.13 no.3
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• pp.1-17
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• 2017

Objective: The purpose of this study was to analyze the effects of preschoolers' negative emotionality on their peer play behaviors, focusing on the mediation of behavioral problems. Methods: The study sample included 287 preschoolers aged 3 to 5 attending child care centers located in Seoul, Korea. The instruments used in this study were the Child Behavior Questionnaires (CBQ), Child Behavior Checklist (CBCL), and Penn Interactive Peer Play Scale (PIPPS). Results: The main results of this study are as follows: First, boys and girls' negative emotionality exerted positive effects on their behavioral problems. Second, boys and girls' negative emotionality had a positive influence on their play interaction, play disruption, and play disconnection. Further, the effect of boys' negative emotionality on their play disruption and play disconnection was totally mediated by their behavioral problems, and girls' negative emotionality on their play interaction and play disconnection was totally mediated by their behavioral problems. Conclusion/Implications: These findings provide preliminary evidence that the relationships between preschoolers' negative emotionality and peer play behaviors may be mediated by their behavioral problems.

• Journal of the Korean Home Economics Association
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• v.48 no.10
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• pp.133-141
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• 2010

The purpose of this study was to investigate the construct validity of the Penn Interactive Peer Play Scale on the parent version. The participants of this study were 231 children in the Seoul and Gyeonggi provincial areas. The instruments included the 32-item exploratory PIPPS (Choi & Shin, 2008), and the Preschool Behavior Questionnaire (PBQ; Park, 1992). The data were analyzed by descriptive statistics, factor analysis, Pearson's r and Cronbach ${\alpha}$. The results were as follows. First, the PIPPPS on the parent version was validated with supporting three factors: Play Disruption, Play Disconnection and Play Interaction with 30 items. The sub-factors of the PIPPS were related with those of the PBQ as criterion measurements. The reliability coefficients of the sub-factors of the PIPPS were ranged from .78 to .82.

• Human Ecology Research
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• v.53 no.4
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• pp.405-412
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• 2015

This study investigated the moderating effect of negative emotionality on the association between teacher-child intimacy and peer interaction based on a differential susceptibility model. The participants were 252 three-year-old children recruited from a day care center and preschool located in Incheon and Gyeonggi province. The teacher-child relationship was measured on a Student-Teacher Relationship Scale. This measure is a type of teacher's report with ratings based on a teacher's daily observations. This scale is composed of closeness items on the degree of warmth and open communication in teacher-child relationships. Peer interactions were measured with a Penn Interactive Peer Play Scale. This measure is composed of play interaction items, play disruption items and play disconnection. Negative emotionality was measured with Child Behavior Questionnaire. Teachers measured teacher-child intimacy and peer interaction scales. Parents reported children's negative emotionality. The research showed that negative emotionality moderated the association of teacher-child intimacy, play interaction, play isolation and play disruption. The magnitude of association between teacher-child intimacy and play disconnection as well as play interaction was greater for high levels of negative emotionality. Teacher-child intimacy was significantly associated with play disruption only for high levels of negative emotionality. The findings of this study support a differential susceptibility model.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.37-55
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• 2016

The purpose of this study was to analyze the effects of young children's playfulness, emotional control, and emotional instability on their peer play behavior, focusing on age differences. A total of 209 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Playfulness Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student's t-test, Pearson's partial correlation, and stepwise regressions with the SPSS software ver. 16.0. The main results of this study are as follows: First, there was a significant age difference in young children's emotional control, emotional instability, playfulness and peer play behavior. Second, the factors of emotional control and playfulness significantly predicted young children's play interaction irrespective of age. Third, the factors of emotional instability and playfulness significantly predicted young children's play disruption and play disconnection. Further, implications for the use of early intervention targeting specific emotional control and emotional instability problems have been discussed.