Michal Perlman|Olesya Falenchuk|Brooke Fletcher|Evelyn McMullen|Joseph Beyene|Prakesh S. Shah
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
University of Toronto|University of Toronto|Alberta Children's Hospital|University of Toronto|McMaster University|Mount Sinai Hospital|University of Toronto
quality staffchild interactions measured classroom assessment scoring system class early childhood education care ecec programs thought important childrens outcomes class made three domains assess emotional support classroom organization instructional support relatively new measure used increasingly research quality monitoringaccountability applied purposes objective evaluate association class child outcomes searches medline psycinfo eric websites large datasets reference sections retrieved articles conducted july 3 2015 studies measured association class child outcomes preschoolaged children attended ecec programs included screening two independent reviewers searches data extraction conducted two independent reviewers thirtyfive studies systematically reviewed 19 provided data metaanalyses studies moderate high risk bias 14 metaanalyses conducted associations classroom organization pencil tapping instructional support ssrs social skills significant pooled correlations 06 09 respectively associations expected direction systematic review significant correlations reported mainly one large dataset substantial heterogeneity use class dimensions child outcomes statistical measures identified greater consistency study methodology urgently needed given multitude factors impact child development encouraging analyses revealed although small associations class childrens outcomes