Abstract
This article examines the definition of quality of early childhood/education and the definition, goals, and content of kindergarten evaluation in relation to this definition. The definitions of quality of early childhood education are discussed from six perspectives: outcome-determined quality; standard-based quality; views of different stakeholders; structural and process quality; quality related to the system and total quality management. The literature shows that there is an element of subjectivity, plurality and relativity in the definition. In other words, the quality of early childhood education is subjectively judged and defined no matter what perspective is taken. The author concludes with five implications of the definition of quality of early childhood/education for the evaluation of kindergartens
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