A Review of Empirical Evidence and Practical Considerations For Early Childhood Classroom Observation Scales

Abstract

The current article presents a critical review of empirical evidence for six observation scales commonly used in practice to evaluate the quality of the early childhood classroom environment. Specifically, the theoretical foundation, content, and psychometric properties are reviewed for each scale. Based on the strengths and limitations of the evidence for each measure, recommendations are made regarding use of these specific systems in early education settings.