In the United States, there is a definition of quality of early care and ed
ucation (ECE) programs that is widely accepted in the early childhood profe
ssion. It emphasizes a child-centered approach to raising children, with ca
ring adults who are kind and gentle rather than restrictive and harsh and w
ho protect children's health and safety, while providing a wealth of experi
ences that lead to learning through play. According to the definition, indi
viduality and creativity are encouraged rather than conformity. This defini
tion is often criticized by those with differing perspectives, but in gener
al, it appears to be valid for those who value the aspects of development t
hat are associated with success in the current mainstream American educatio
nal system and society. In this article, the content, rationale, and critic
isms of that definition of quality are presented. Methods used in its asses
sment, and information regarding its validity, are explained.