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Promoting young children’s readiness to learn is a national priority. With the arrival of the new millennium, it is appropriate to reassess our National Education Goal that all American children will start school ready to learn by the year 2000 (U.S. Department of Education, 1992). While the 1990s have yielded improvements in the status of young children’s well-being, too many young children still face ?socially-toxic? environments that threaten the development of competencies necessary for early school success (Garbarino, 1995). Approximately one in five American children currently lives in poverty (Children’s Defense Fund, 1998), and is exposed to multiple risk factors—including poor health care, lack of appropriate housing, family stress, and community violence—that severely threaten their development (Huston, McLoyd, & Garcia Coll, 1994). In addition, risk associated with membership in low-income families disproportionately affects children from ethnic minority communities (McLoyd, 1990, 1998; Swanson & Spencer, 1991).

A validation study of the Penn Interactive Peer Play Scale with urban Hispanic and African American preschool children.