Peer Play Interactions and Learning for Low-Income Preschool Children: The Moderating Role of Classroom Quality

Abstract

Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed.

Notes

Note. N = 304 children. N = 53 classrooms.

¹There were some children (14) for whom we were not able to complete the academic skills outcome assessment for or who did not get enough items correct to obtain a final score on the assessments, thus resulting in our final sample of N = 304.

Note. Scores for the PIPPS represent standardized T scores (M = 50, SD = 10). Scores for the Woodcock–Johnson/Muñoz represent standardized W scores (M = 500, standard deviation variable depending on subscale and age; McGrew et al., 2007). Scores for the CLASS represent means across cycles for each dimension (range = 1–7). PIPPS = Penn Interactive Peer Play Scale; Woodcock–Johnson/Muñoz = Woodcock–Johnson III Tests of Achievement/Batería III Woodcock–Muñoz; CLASS = Classroom Assessment Scoring System.

*p < .05. **p < .01.

Note. Scores represent standardized W scores (M = 500, standard deviation variable depending on subscale and age; McGrew et al., 2007). N = 299.

*p < .05. **p < .01. ***p < .001.