本研究為瞭解幼兒在社會戲劇遊戲中與同儕互動的情形，以北市某公立托兒所的18位兒童為研究對象，在自由遊戲時段於扮演角進行七次的同儕互動行為觀察，參考同儕遊戲互動量表(The Penn Interactive Peer Play Scale,簡稱PIPPS)的正向遊戲互動、遊戲干擾及遊戲分離（負向行為）三種行為類型指標，觀察及分析參與社會戲劇遊戲的幼兒互動行為。研究結果發現：（1）幼兒在遊戲中與同儕的正向互動行為顯著高於遊戲干擾及遊戲分離行為，但有將近四成（39.7％）的幼兒在遊戲中和同儕沒有互動。（2）參與同一遊戲集團的幼兒表現較多正向互動；負向互動行為則多出現在與其他非集團成員的互動中。（3）男童與女童的正向互動行為與遊戲干擾行為並無顯著差異，但男童出現遊戲分離的情形顯著高於女童。文中並依據研究結果提出相關的實務及後續研究建議。

　　The purpose of this study was to examine the actual interaction behaviors that young children routinely display during sociodramatic play in nursery schools. Based on the PIPPS( The Penn Interactive Peer Play Scale), children’s peer play interaction behaviors were assessed, including three dimensions: Play Interaction, Play Disruption and Play Disconnection. We conducted observations 7 times at the pretense play area in a nursery school at Taipei city. The results presented are from eighteen 3 to 5 year- old children who participated in peer plays 7 times. The results showed (1) 39.7% children didn’t have any interactions with peers during play. (2)Those “adept players” had shown much more “Helps other children” “Leads other children”, and “Shows creativity in making up play stories & activities” behaviors during play. On the other hand, negative interactions were associated with non-adept plays. (3) Young boys and girls were significantly different in Play Disconnection behaviors. Implications for future research and practice were discussed.