This technical assistance paper answers the question, "How can quality education programs for young children be assured?" by addressing four issues: components of quality early childhood programs, measures to counteract pressures for inappropriate practices, types of early childhood programs, and program evaluation methods. The paper notes the following as recognized components of quality in the preschool setting: (1) a developmental philosophy; (2) integration of children; (3) flexible grouping; (4) teachers as facilitators; (5) individualization; (6) successful conflict management; (7) respect for the child; (8) effective communications; (9) choices in activities; (10) an appropriate physical environment; (11) integrated curriculum; and (12) support services for families. The paper suggests parent meetings to explain what is going on in the classroom as a way to counteract pressure from parents who want the classes to be conducted in ways that are developmentally inappropriate. Examples of what are considered inappropriate and appropriate practices are provided in the form of a checklist. The paper then briefly describes different types of early childhood programs. While suggesting that several methods of evaluation should be explored, the paper focuses on self-study, which may utilize specific instruments and may lead to accreditation. The paper concludes with a list of essential accreditation criteria, including: interactions among staff and children, developmentally appropriate learning experiences, teacher-parent interactions, and staff qualifications and development. Contains five references. (BAC)