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A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes

Author

Listed:
  • Michal Perlman
  • Olesya Falenchuk
  • Brooke Fletcher
  • Evelyn McMullen
  • Joseph Beyene
  • Prakesh S Shah

Abstract

The quality of staff/child interactions as measured by the Classroom Assessment Scoring System (CLASS) in Early Childhood Education and Care (ECEC) programs is thought to be important for children’s outcomes. The CLASS is made of three domains that assess Emotional Support, Classroom Organization and Instructional Support. It is a relatively new measure that is being used increasingly for research, quality monitoring/accountability and other applied purposes. Our objective was to evaluate the association between the CLASS and child outcomes. Searches of Medline, PsycINFO, ERIC, websites of large datasets and reference sections of all retrieved articles were conducted up to July 3, 2015. Studies that measured association between the CLASS and child outcomes for preschool-aged children who attended ECEC programs were included after screening by two independent reviewers. Searches and data extraction were conducted by two independent reviewers. Thirty-five studies were systematically reviewed of which 19 provided data for meta-analyses. Most studies had moderate to high risk of bias. Of the 14 meta-analyses we conducted, associations between Classroom Organization and Pencil Tapping and between Instructional Support and SSRS Social Skills were significant with pooled correlations of .06 and .09 respectively. All associations were in the expected direction. In the systematic review, significant correlations were reported mainly from one large dataset. Substantial heterogeneity in use of the CLASS, its dimensions, child outcomes and statistical measures was identified. Greater consistency in study methodology is urgently needed. Given the multitude of factors that impact child development it is encouraging that our analyses revealed some, although small, associations between the CLASS and children’s outcomes.

Suggested Citation

  • Michal Perlman & Olesya Falenchuk & Brooke Fletcher & Evelyn McMullen & Joseph Beyene & Prakesh S Shah, 2016. "A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes," PLOS ONE, Public Library of Science, vol. 11(12), pages 1-33, December.
  • Handle: RePEc:plo:pone00:0167660
    DOI: 10.1371/journal.pone.0167660
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    References listed on IDEAS

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    Cited by:

    1. Adrienne Davidson & Samantha Burns & Linda White & Delaine Hampton & Michal Perlman, 2020. "Child care policy and child care burden: Policy feedback effects and distributive implications of regulatory decisions," Journal of Behavioral Public Administration, Center for Experimental and Behavioral Public Administration, vol. 3(2).
    2. Aguiar, Ana Lúcia & Aguiar, Cecília, 2020. "Classroom composition and quality in early childhood education: A systematic review," Children and Youth Services Review, Elsevier, vol. 115(C).
    3. Fukkink, Ruben & Boogaard, Marianne, 2020. "Pedagogical quality of after-school care: Relaxation and/or enrichment?," Children and Youth Services Review, Elsevier, vol. 112(C).
    4. Веракса А. Н. & Гаврилова М. Н. & Бухаленкова Д. А., 2019. "Связь Процессуального Качества Образовательной Среды И Показателей Развития Речи," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 159-178.
    5. Ashley Brunsek & Michal Perlman & Olesya Falenchuk & Evelyn McMullen & Brooke Fletcher & Prakesh S Shah, 2017. "The relationship between the Early Childhood Environment Rating Scale and its revised form and child outcomes: A systematic review and meta-analysis," PLOS ONE, Public Library of Science, vol. 12(6), pages 1-29, June.
    6. Olesya Falenchuk & Michal Perlman & Evelyn McMullen & Brooke Fletcher & Prakesh S Shah, 2017. "Education of staff in preschool aged classrooms in child care centers and child outcomes: A meta-analysis and systematic review," PLOS ONE, Public Library of Science, vol. 12(8), pages 1-33, August.
    7. Aleksander Veraksa & Margarita Gavrilova & Daria Bukhalenkova, 2019. "Association between the Quality of Teacher-Child Interaction and Language Development," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 159-178.

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