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The article provides an analytic review of the Swedish and German independent preschool education quality assessment systems. Special attention is paid to the role of the founder of a kindergarten in organizing expert examination of the work and training of managers and educators, as well as the use of standardized assessment scales (KESR and KRIPSR, which are modified ECERS scale versions). Despite their specific educational conditions such as decentralized control over nurseries, the Swedish and German systems of independent preschool education quality assessment may serve as an interesting example for local specialists. International experience shows that the external quality assessment by the founders can be combined with both independent evaluation carried out by a special expert community, and with the self-assessment of organizations involved. If the expert community has developed substantive priorities and quality perceptions, including those based on analyzing the standardized international assessment scales, the head of a kindergarten may apply a monitoring procedure which is the most convenient at the moment in order to obtain a wide range of opportunities to improve the educational environment in the daycare center.