The aim of this article is to initiate a change of view on quality that goes beyond assumed dichotomies of subjectivity and objectivity. In the view presented here, pedagogical quality is seen as an educational phenomenon of "sustainable dynamism," that is a phenomenon that has structural characteristics and is culturally sensitive. The underlying assumption is that quality cannot be assessed and improved without an understanding of its constitution and meaning. The ecological framework presented in this article demonstrates how quality can be discerned as dimensions and aspects through a meta-analytical process of deconstruction and reconstruction based on four empirical studies in early childhood education. From this analytical process a dynamic, cultural, and contextual sensitive definition of the structural constitution of pedagogical quality emerged, helping to identify characteristics of quality in preschool. (Contains 1 table and 1 footnote.)