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Classification framework distinguishing global quality, global process quality, quality pedagogical interactions, and quality interactions related to curriculum content

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The review's organising taxonomy for grouping interaction quality characteristics. Beyond the consensus distinction of structural and process quality, it delineates process quality into ECEC global quality, ECEC process quality, quality pedagogical interactions, and quality interactions related to curriculum content. Quality pedagogical interactions are "further subdivided into four categories: (i) building positive relationships; (ii) routines and structure; (iii) educator–child conversations and questioning; (iv) supporting play". Curriculum-content interactions are subdivided into seven categories including global instructional support, literacy, language, mathematics, science and environment learning, diversity, and educator use of materials/resources. The frame permitted evaluating differential associations of global versus finer-grained indices with child outcomes.

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  • Classification framework distinguishing global quality, global process quality, quality pedagogical interactions, and quality interactions related to curriculum content: The review's organising taxonomy for grouping interaction quality characteristics. Beyond the consensus distinction of structural and process quality, it delineates process quality into ECEC global quality, ECEC process quality, quality pedagogical interactions, and quality interactions related to curriculum content. Quality pedagogical interactions are "further subdivided into four categories: (i) building positive relationships; (ii) routines and structure; (iii) educator–child conversations and questioning; (iv) supporting play". Curriculum-content interactions are subdivided into seven categories including global instructional support, literacy, language, mathematics, science and environment learning, diversity, and educator use of materials/resources. The frame permitted evaluating differential associations of global versus finer-grained indices with child outcomes. (Steven J. Howard et al. (2024))

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  • Steven J. Howard, Kate L. Lewis, Emma Walter, Irina Verenikina, & Lisa K. Kervin. (2024). Measuring the Quality of Adult–Child Interactions in the Context of ECEC: a Systematic Review on the Relationship with Developmental and Educational Outcomes. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09832-3
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type research-method
id classification-framework-distinguishing-global-quality-global-process-quality-quality-peda
title Classification framework distinguishing global quality, global process quality, quality pedagogical interactions, and quality interactions related to curriculum content
description The review's organising taxonomy for grouping interaction quality characteristics.
status review
generated by process:settle-candidates on 2026-10-21
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