Abstract
To maximize children's early learning experiences in programs, such as Head Start, research must identify and leverage developmental skills that promote learning, such as peer social competence as observed through peer play. The present study used a strength-based approach to examine interactive peer play as reported by parents to identify profiles of children who display common patterns of play behaviors and examined associations with social and academic readiness skills in a sample of racially and ethnically minoritized children from low-income families (N=209 children, N=23 classrooms). Additionally, interviews were conducted on a subset of families to understand their perspectives on their children's play skills. Three unique profiles groups were identified, Below Average Engagement with Peers, Positive Engagement with Peers, and Behaviors Interfering with Play. Girls were more likely to be classified in the positive engagement group. Findings suggest the group of children exhibiting lower engagement overall were rated higher and scored higher on school readiness skills than the group of children who exhibited the most challenging behaviors, and the group of children who exhibit the most behaviors that interfere with play had higher levels of overactive behaviors in the classroom. Finally, four descriptive themes emerged based on the qualitative interviews with caregivers: Play as a Vivid Memory, Versatility in Play, Playing is Learning, and Pride in Play Prodigies and Personas. Together, the quantitative and qualitative findings provide some understanding of why caregivers perceive play as a part of learning for their children. Implications about the importance of the home context for children's learning and interventions to support parent-teacher relationships in early childhood programs are discussed.