Defining and assessing early childhood program quality

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.