The quality of early care and education services is absolutely critical in providing a beginning or foundation for lifelong learning for young children. Neuroscience research provides new evidence that the early years of development set the foundation for the skills and competencies that will influence learning abilities, behaviour and health throughout life (McCain & Mustard, 1999). Thus, there has been growing evidence that high quality early childhood care and education produce positive outcomes for children by affecting their developing skills such as social, cognitive, and language skills (Brofenbrenner & Morris, 1998). The other finding showed that the children in the centres with some or all of the guidelines (such as child-staff ratio, group size, and teacher training and education) had better language comprehension and school readiness and fewer behavioural problems for children ages 2 and 3 than the children who were in centres that failed to meet guidelines. Another study (Galinsky et. al., 1994) emphasized the setting’s safety and the sensitivity and responsiveness of providers to the children; they found that quality demonstrated to be higher when providers were trained and when three to six children rather than one or two were under their care; there is also a relationship between the quality of Early Childhood and the positive outcome for children’s development (Bowman et al., 2001)