This report examines the validity of motor intervention practices that have been described as "quality" practices and the extent to which they are appropriate for all families and children. Misunderstandings and conflicts in the areas of motor skills evaluation and intervention can occur between those providing services and those receiving services if values and beliefs about children and the social and behavioral codes are not addressed by the service providers. A review of the motor development literature reveals a need to revise current practices to be more reflective and responsive to families' differing values, traditions, and perceptions regarding young children's motor development. Existing quality indicators that address core assumptions and professional roles have support in the literature. However, there is a need to consider how a number of variables impact and challenge current thinking about young children's motor development. Examples of these variables include the child's temperament, the child's form of disability, the caregiver's expectations for the child, and the physical features and setting in which the child lives. Finally, the authors suggest revisions to selected current practice indicators considering cultural and linguistic differences. The report includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG)