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The article describes the tools used to measure preschool educational environment – the ECERS Scales (Early Childhood Environment Rating Scales). The authors address the following questions: What are the ideas of quality education underpinning the ECERS Scales, and Are they suitable to us? Is it generally acceptable to use tools developed in another country to assess education quality in your own? Does the scale measure conditions for the child’s future socialization and development at school? How does it work, what are its parameters for measuring quality? How reliable is it? Can this tool be used in different educational practices (e.g. the Montessori system, Waldorf kindergartens, etc.)? Or does it focus solely on specific program? It is noted that the fact that the ECERS scale is used in countries focused on child’s cognitive development is of great importance for Russian education, which has traditionally placed high value on “school readiness”. The authors come to the conclusion that the ECERS Scales fully meet the Federal State Educational Standard requirements and possess distinctiveness and therefore can be used to assess the quality of education in Russian preschool children. The ECERS Scales are highly promising in cross-cultural research that compares the quality of Russian and foreign pre-school education.