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

In this paper we argue that the quality of early education programs or classrooms can be defined in terms features teachers’ interactions with students observed using Classroom Assessment Scoring System, CLASS. We present evidence suggesting dimensions teacher-student described, observed, and measured consistently across cultures countries such also have modestly positive influence student development learning. Evidence is summarized indicating improved systematically through professional interventions. The relies on a framework describes core effective countries’ highly varied settings cultural contexts. Limitations study include exclusive reliance CLASS most were not low middle income. discuss cross-cultural applicability outline suggestions for policy practice future directions research.