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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 0009-0003-1861-4019), Kathleen Artman-Meeker, Jennifer E. Baumingham
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
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  Data: Exploring the Teaching Pyramid Observation Tool (TPOT) in Early Childhood Education Research: A Scoping Review
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  Data: <searchLink fieldCode="AR" term="%22Qiao+Cui%22">Qiao Cui</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-1861-4019">0009-0003-1861-4019</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kathleen+Artman-Meeker%22">Kathleen Artman-Meeker</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+E%2E+Baumingham%22">Jennifer E. Baumingham</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Topics+in+Early+Childhood+Special+Education%22"><i>Topics in Early Childhood Special Education</i></searchLink>. 2026 46(1):66-79.
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  Data: 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
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  Data: 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.
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      – SubjectFull: Research Design
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