This study assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System (TIPPS). There has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. Efforts to expand access to high quality ECE in low- and middle-income countries will require measurement efforts that are theoretically-grounded and culturally-adapted.