The Concurrent Validity of the Hong Kong Versions of the Penn Interactive Peer Play and the Preschool Play Behavior Scale

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.

KEYWORDS:

• Hong Kong
• kindergarten
• play
• social interaction