This paper examines the experience of Caribbean countries in striving to achieve quality in early childhood development programs. Part 1 reviews the needs of developing children and the dimensions of quality in early childhood programs intended to meet those needs. Included in the discussion is the use of Developmentally Appropriate Practice guidelines as a basis for standards, indicators of quality, specialized staff training, specific curriculum training, parent involvement, and the early childhood curriculum. Part 2 discusses factors which affect early childhood program quality within the region, highlighting problems with applying quality standards from affluent countries to programs in developing countries. Part 3 poses issues pertaining to quality within different cultural, social, and economic contexts, and the need to rethink quality so it becomes a less elusive goal for programs. Included are discussions of recent efforts to develop locally relevant standards, the results of studies of day care programs in Jamaica and Trinidad and Tobago, and current problems, such as large group sizes, inadequately trained staff, insufficient play materials and equipment, inappropriate teaching strategies, and poor teacher-child interactions. Part 4 provides examples of how developing countries can achieve relative quality in programs which benefit children's development positively. Recommendations include improving in teacher training, examining the experiences of other developing countries in Latin America, and increasing regional collaboration and networking to share resources and expertise. (Contains 29 references.) (KB)