The concurrent validity of the Hong Kong versions of the penn interactive peer play and the preschool play behavior scale

Research output: Contribution to journalArticle

Abstract

The purpose of this study was to investigate the relationship between the Penn Interactive Peer Play (PIPPS-HK) and the Preschool Play Behavior Scale (PPBS-HK) to establish concurrent validity of both scales. A total of 1,622 children age 3 to 6 and 152 teachers in 10 kindergartens (about 160 students and 15 teachers randomly selected from each kindergarten) participated in this study. The PIPPS-HK correlated well with the PPBS-HK, providing further evidence of each measure’s validity. However, a different meaning of social withdrawal behavior in PPBS-HK was found in the two measures. The emic concerns regarding social withdrawal need to be further identified in the Chinese cultural context. Copyright © 2017 Association for Childhood Education International.
Original languageEnglish
Pages (from-to)478-486
JournalJournal of Research in Childhood Education
Volume31
Issue number4
Early online dateAug 2017
DOIs
Publication statusPublished - 2017

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Hong Kong
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Citation

Leung, C. H. (2017). The concurrent validity of the Hong Kong versions of the penn interactive peer play and the preschool play behavior scale. Journal of Research in Childhood Education, 31(4), 478-486.

Keywords

  • Hong Kong
  • Kindergarten
  • Play
  • Social interaction