Noting that research demonstrates that high quality early childhood education (ECE) has long-term benefits for children, this review outlines definitions of quality early childhood education within the context of New Zealand. The focus is mainly on two specific aspects of quality: staff qualifications and indicators of quality. The review notes that there has been a long-held vision that, in New Zealand, ECE will be provided by well-qualified staff. Further, it is widely recognized by professionals and within the regulatory and advisory services provided by the government that training and qualifications are key components of ECE quality. The review affirms the importance of qualifications for high quality ECE services and for children's learning and development. The contribution of evaluation and accreditations systems is also evident, but weaker. Research findings indicate that regulating levels of staff qualifications, and having staff who hold coherent qualifications, enhances the quality of ECE teaching practice. There is also evidence that the effectiveness of professional development is influenced by staff qualifications and by the number of qualified staff in the early childhood service or center. The review notes that teaching practice and responsive interactions within early childhood settings influence child outcomes. An emerging theme relates to the role of reflective early childhood practitioners who are attuned to children's perspectives. The review summarizes the current situation regarding qualification requirements and outlines work toward coordinating recent initiatives on practitioner self-evaluation. Two appendices delineate current requirements for ECE in New Zealand and illustrate links between evaluation projects in New Zealand. (Contains 103 references.) (KB)