This paper explores the issue of how quality in early childhood services is defined and evaluated and examines some of the implications of working within a particular paradigm at a European level. The discussion begins with the concept of early childhood services, and how the approach to defining quality relates closely to the concept of service. Defining quality is the product of how researchers and caregivers conceive of early childhood services. Some issues are presented in the process of defining quality. The first issue concerns whom to include in the process of defining quality. The second issue concerns what conditions are needed to enable the development of an inclusionary approach. Four conditions discussed are: the wider culture, staff, external assessment, and time. The third issue concerns the limits of relativism. The fourth issue concerns the role of experts in an inclusionary approach. The inclusionary approach fits best with the concept of early childhood services as community institutions or resources, responsive to the needs, interests and cultures of their local communities, and playing a major role not only at individual and family levels but also in supporting community cohesion and development. (AP)