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Publication
Interação social lúdica no pré-escolar : Análise confirmatória da versão portuguesa da penn Interactive peer play scale (PIPPS) para educadores
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Advisor(s)
Abstract(s)
O presente estudo teve como objetivo avaliar as características psicométricas da versão portuguesa
para educadores do questionário Penn Interactive Peer Play Scale (PIPPS). Este é um instrumento
constituído por 32 itens, que expressam comportamentos de crianças do pré-escolar no contexto de
atividades lúdicas com os seus pares. Participaram 21 educadoras de 455 crianças Portuguesas,
49.3% raparigas e 50.7% rapazes com idades entre os 32 e os 78 meses (M=57.8; DP=9.7). Os
resultados confirmam uma estrutura fatorial robusta de 3 dimensões, muito congruente com a versão
original. Os fatores foram nomeados como Interação Positiva, Disrupção e Desconexão. Em termos
gerais, este instrumento revela boas propriedades psicométricas e vem preencher uma lacuna na
avaliação da competência social em idade pré-escolar.
ABSTRACT: The aim of this study is to evaluate the psychometric properties of the Portuguese version of the Penn Interactive Peer Play Scale Scale (PIPPS) for teachers. This is a questionnaire of 32 items expressing children behaviors in the context of play activities with their peers. Participants were 21teachers of 455 Portuguese children, 49.3% girls and 50.7% boys. The results suggest a robust factor structure of 3 dimensions, consistent with the original version. The factors were named Positive Interaction, Disruption and Disconnection in interactive play. Overall, this instrument shows good psychometric properties and fills a gap in the assessment of social competence with preschoolers.
ABSTRACT: The aim of this study is to evaluate the psychometric properties of the Portuguese version of the Penn Interactive Peer Play Scale Scale (PIPPS) for teachers. This is a questionnaire of 32 items expressing children behaviors in the context of play activities with their peers. Participants were 21teachers of 455 Portuguese children, 49.3% girls and 50.7% boys. The results suggest a robust factor structure of 3 dimensions, consistent with the original version. The factors were named Positive Interaction, Disruption and Disconnection in interactive play. Overall, this instrument shows good psychometric properties and fills a gap in the assessment of social competence with preschoolers.
Description
Keywords
PIPPS Jogo Disrupção Jogo cooperativo Desconexão Play Positive interaction Disruption Disconnection
Citation
Laboratório de Psicologia, 12(1), 57-65
Publisher
ISPA - Instituto Universitário