Researching quality in early childhood settings has been operationalized in many ways, within and across countries. Nevertheless, despite some consensus on what might constitute a universally recognized view of what is considered essential for young children's development, there are strong indicators that locally developed assessment tools are likely to give more contextually relevant results. Yet, little appears to be known about how to develop localized tools for assessing quality, especially in culturally diverse research contexts. Further, it would seem that not much is understood about the ways researchers and research participants have worked together to achieve reciprocal outcomes. In drawing upon cultural-historical theory, this paper goes beyond the traditional binary of an emic-etic perspective and instead describes a dialectical model for creating conditions for generating "research intersubjectivity." An example of how researchers and participants worked together to develop an interactive e-quality rating scale in Vietnam is presented with the research exchange methods of "Dialogue through the technology," "Capturing moments of localized quality," "Community walk," and "Research selfies." These methods together acted to underpin the methodology that foregrounds what we have termed "research intersubjectivity."