Abstract

Estimates of agreement and consistency between parent and teacher ratings of peer-interactive play and social emotional development were examined in a sample of preschool children at risk for academic difficulties. Eighty-three pairs of parents and teachers of 4-year-old children completed the Penn Interactive Peer Play Scale (PIPPS) and 69 of these pairs also were interviewed with the Vineland Social-Emotional Early Childhood Scales (SEEC). Significant mean differences were found between parent and teacher scores on the PIPPS, but not on the SEEC. No noteworthy correlations were found between raters on the PIPPS, though low to moderate correlations were revealed between parent and teacher responses on the SEEC. Multivariate techniques revealed statistically significant and noteworthy correlations between parent and teacher responses on the SEEC but not on the PIPPS. Results are discussed within the context of conducting multifaceted, ecological assessments with preschool children. Implications for early childhood educators and interventionists are noted regarding the importance of gathering and interpreting multiple sources of information that contribute to an understanding of young children’s behavior. The increased emphasis on prevention and early intervention in the context of the