Brief Description

The PPBS-16 consists of 16 statements that are rated by teachers using a five-point Likert scale (1 = never to 5 = very often). The statements are categorized into four types of behavior during free play: (a) social play, (b) solitary-passive behavior, (c) solitary-active behavior, and (d) reticent behavior. The scale assesses both the quality and frequency of non-social play behaviors in preschool-aged children.

Purpose

The scale aims to evaluate various forms of solitary behavior in preschool children during free play in kindergarten. Through observation of these behaviors, it enables the early identification of potential social difficulties and supports the development of targeted educational interventions.

Scoring Method

Each item is rated by the teacher on a scale from 1 to 5, where 1 corresponds to “never” and 5 to “very often.” Total scores range from 16 to 80. The evaluation reflects how frequently the child exhibits specific behaviors during free play sessions.

Validity

The scale demonstrates good face validity. Moreover, there is a statistically significant correlation between solitary play and other variables assessed by the teacher, such as the child’s social skills (r = 0.48), supporting the construct validity of the tool.

Reliability

Inter-rater reliability is very high and considered satisfactory (Cohen’s Kappa = 0.94). The internal consistency of the entire scale is strong, with a Cronbach’s alpha of 0.87. Test–retest reliability was measured at 0.80, confirming the instrument’s temporal stability.

Data Analysis and Application

The scale can be used to identify children who exhibit increased solitary or withdrawn behavior, facilitating the early detection of social challenges and informing the development of intervention strategies. The individual subscales allow for a targeted understanding of the type of solitary play, and the data can be analyzed in relation to demographic, social, or developmental variables.

References

Coplan, R. J., & Rubin, K. H. (1998). Exploring and assessing non-social play in the preschool: The development and validation of the Preschool Play Behavior Scale. Social Development, 7(2), 72–91.
Kalyva, E., Dimopoulou, S., & Filippou, O. (2004). The nature of non-social play in only children attending kindergarten. Paper presented at the 4th Panhellenic Conference “Learning and Teaching in the Knowledge Society”.