Observational Measures of Interaction Quality in Preschool. A Comparison of the CLASS Pre-K and the SSTEW

The empirical research literature has demonstrated the immense potential of high-quality interactions in preschool settings for children's learning and development. Attention has thus grown around methodological approaches to measuring interaction quality in preschool. The present study examines the similarities and differences of the well-established CLASS Pre-K (Classroom Assessment Scoring System; Pianta et al., 2008) and the more recently developed SSTEW (Sustained Shared Thinking and Emotional Well-Being Scale; Siraj-Blatchford et al., 2015). Conceptually, the two measures cover similar dimensions of interaction quality with a slightly different focus particularly in the operationalization of cognitively stimulating interactions. The similar pattern of quality ratings found across measures indicate convergent validity of the scales. The conceptual overlaps and differences were also visible empirically in the bivariate correlations. Implications for research and practice are discussed.