In the United States, there is a definition of quality of early care and education (ECE) programs that is widely accepted in the early childhood profession. It emphasizes a child-centered approach to raising children, with caring adults who are kind and gentle rather than restrictive and harsh and who protect children's health and safety, while providing a wealth of experiences that lead to learning through play. According to the definition, individuality and creativity are encouraged rather than conformity. This definition is often criticized by those with differing perspectives, but in general, it appears to be valid for those who value the aspects of development that are associated with success in the current mainstream American educational system and society. In this article, the content, rationale, and criticisms of that definition of quality are presented. Methods used in its assessment, and information regarding its validity, are explained.
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