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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

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Published on: June 20, 2020

Defining early education quality using CLASS-observed teacher-student interaction.

Robert C Pianta¹, Tara Hofkens¹

¹School of Education and Human Development, University of Virginia, Charlottesville, VA, United States.

Frontiers in Psychology

|July 31, 2023

Summary

The quality of early education is defined by teacher-student interactions, measured by the Classroom Assessment Scoring System (CLASS). These interactions positively influence student development and learning across cultures.

Keywords:

early childhood quality early education policy preschool quality teacher effectiveness teacher-student interactions

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Area of Science:

Educational Psychology
Child Development
Cross-Cultural Studies

Background:

Effective early education quality is crucial for student development.
Defining and measuring quality in diverse educational settings presents challenges.
Teacher-student interactions are a key component of classroom quality.

Purpose of the Study:

To define early education quality through observable teacher-student interactions.
To examine the cross-cultural consistency and impact of these interactions.
To explore the potential for improving interactions via professional development.

Main Methods:

Utilized the Classroom Assessment Scoring System (CLASS) for observation.
Collected data across diverse cultural and national settings.
Analyzed the influence of observed interactions on student development and learning.

Main Results:

Teacher-student interaction dimensions are consistently measurable across cultures.
These interactions demonstrate a modest positive influence on student learning and development.
Professional development interventions can systematically enhance teacher-student interactions.

Conclusions:

Classroom Assessment Scoring System (CLASS) provides a valid framework for assessing early education quality.
Effective teacher-student interactions are a universal feature of high-quality early education.
Further research is needed, particularly in low- and middle-income countries.