Exploring the Teaching Pyramid Observation Tool (TPOT) in Early Childhood Education Research: A Scoping Review
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| Title: | Exploring the Teaching Pyramid Observation Tool (TPOT) in Early Childhood Education Research: A Scoping Review |
|---|---|
| Language: | English |
| Authors: | Qiao Cui (ORCID |
| Source: | Topics in Early Childhood Special Education. 2026 46(1):66-79. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education |
| Descriptors: | Literature Reviews, Educational Research, Early Childhood Education, Classroom Observation Techniques, Social Emotional Learning, Psychometrics, Classroom Environment, Research Methodology, Research Design, Geographic Location, Teacher Characteristics, Student Characteristics, Teacher Student Relationship |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System |
| DOI: | 10.1177/02711214251387651 |
| ISSN: | 0271-1214 1538-4845 |
| Abstract: | This scoping review systematically maps the existing literature on the Teaching Pyramid Observation Tool (TPOT), a widely used classroom observation tool measuring fidelity to the Pyramid Model. A total of 34 studies using various research designs were reviewed. These studies were conducted in a range of settings and included a diverse population of children. Among these studies, the TPOT has been used as a descriptive measure, a dependent variable measure, a coaching tool, a validity reference, and a resource for developing other tools. However, our review reveals variations in TPOT version, observer training, reliability calibration, and score reporting across studies. These inconsistencies, along with the diverse measurement contexts, have not yet been fully supported by extant psychometric evidence. Despite these challenges, the TPOT remains a promising tool to enhance social-emotional teaching practices and contribute to the field of early childhood education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502218 |
| Database: | ERIC |
| Abstract: | This scoping review systematically maps the existing literature on the Teaching Pyramid Observation Tool (TPOT), a widely used classroom observation tool measuring fidelity to the Pyramid Model. A total of 34 studies using various research designs were reviewed. These studies were conducted in a range of settings and included a diverse population of children. Among these studies, the TPOT has been used as a descriptive measure, a dependent variable measure, a coaching tool, a validity reference, and a resource for developing other tools. However, our review reveals variations in TPOT version, observer training, reliability calibration, and score reporting across studies. These inconsistencies, along with the diverse measurement contexts, have not yet been fully supported by extant psychometric evidence. Despite these challenges, the TPOT remains a promising tool to enhance social-emotional teaching practices and contribute to the field of early childhood education. |
|---|---|
| ISSN: | 0271-1214 1538-4845 |
| DOI: | 10.1177/02711214251387651 |
