Parental Reports of Preschool Children's Social Behavior: Relations among Peer Play, Language Competence, and Problem Behavior

Abstract

This investigation examined relations between preschool children's play behavior, language competence, and problem behavior. Parents and teachers provided information on 113 preschool children enrolled in a Head Start program. A subset of these children (n = 34) who participated in a second year of this early intervention preschool program was assessed at 8-month follow-up. Correlational analysis confirmed relations between parent ratings of play performance, parent ratings of problem behavior, and teacher ratings of play performance at time one. Parent ratings of play were also related to assessments of children's language competence at the beginning of the following school year, whereas parent ratings of problem behavior were not related to subsequent language competence. The findings provide additional validity for a parent measure of preschool children's peer play and support the need for greater inclusion of parental assessment of young children's social behavior during early childhood. Implications for the assessment of play behavior, hyperactivity, and attentional difficulties with preschool children are also discussed.