Research questions.     The understanding of education quality is multi-sided and perceived as contextual and evolving (Quality Targets in Services for Young Children, 1996). Scientist point out that the concept and criteria of quality are arbitrary, they are corrected and understood differently (Želvys R., 2003; Bruzgelevičienė R., 2009). According to G. Lambert and J. Capizzano (2005), the definition of the quality of education is different from the perspectives of society, parents, educators and researchers.  

 At present, the quality of education is linked to the content of education (Kelly A. V., 2009), to children’s achievement standards and their purposeful activity (Early Childhood Standards of Quality for Prekindergarten, 2005). The focus is also laid on the clarity of education goals, content and structure to the society, parents and educators as well as on satisfaction of parents’ needs and expectations (Early Childhood Curriculum, Assessment, and Program Evaluation, 2003). The comprehensive nature of education programme is emphasised and researchers point to addressing of children’s needs, childcare and attention to children themselves (Parkay F. W., Hass G., 2000).

The scientific researches reveal the importance of high quality pre-school education to children’s social and intellectual development (Sylva K., Melhuish E., Sammons P., Siraj-Blatchford I., Taggart B., Elliot K. 2003), to decrease in illiteracy level among school learners and adults (Gormley W.T.,  Phillips D., Gayer T., 2008). Access to high quality education services in early childhood lays foundation for more successful learning later and results in more persistent pursuit of higher education (Strong Foundations: Early Childhood Care and Education, 2007). Such individuals tend to act more responsibly and to care about their health (Schulman K., 2005).

         The research “Variety of Pre-school Education: Current Situation and Expectations of Society“ (2008) conducted in Lithuania revealed the difference in the quality of children education and other services in towns and rural areas; moreover, the research data showed that the majority of services are not accessible to children in the country.

In 2009 the Department of Childhood Studies, VPU, carried out the research on institutional pre-school education quality. One of the problems of the research was: how urban and rural population, parents of children attending institutions and educators understand quality of pre-school education content and its implementation.

             The goal of the research. To identify how urban and rural population, parents of children attending pre-school institutions and educators perceive quality of pre-school education, similarities and differences in understanding of education quality.

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