The interest shown to the children of pre-school education increased due to the benefits which the students had by participating in the preschool education and they achieved the necessary abilities in school. The investments in good quality pre-school education had benefits on the long term because they contributed to the increase not only of the social inclusion and the employment of workforce, but also to the poverty reduction. The pre-school education systems within the European Union support investments in pre-school education programs offered to the children who come from disadvantaged environments, who would be insufficiently prepared for school, and they act as a helping instrument for the entire school system.
The aim of this paper is the quality evaluation of the preschool education according to the main quality dimensions: human resources, equipment and financing sources. In order to emphasize the relation between the quality dimensions of the preschool education, we apply the cluster analysis, while for the evaluation of the differences among the kindergarten clusters we use ANOVA. The kindergarten, as a formal education service, ensures the child's development, with the help of the family and of the community, in the learning process, and takes into account the psychological features.
At the pre-school age, all the education functions are centered on the formation of the student through the transmission of information with a moral, religious, cultural and scientific character, according to the age's particularities.
The results of this study show that the good training of the teachers and the better equipment in education explains the higher level of preschool participation, thus reflecting a quality of the preschool education system. The significance of this study consists in highlighting the necessity for the preparation of the pre-school child according to the cognitive, physical, socio-emotional development, in order to integrate in the school activity.