Four rating scales for accessing aspects of early childhood education and care programs' quality were employed for the present study. The aim of the study was to examine scales' reliability by using them in one preschool and one infant/toddler classroom during the course of a week. Research results suggest that early childhood education and care programs include both static and dynamic variables. Activities and types of interaction were found to fluctuate over days whereas the other aspects of the global quality of the classrooms remained consistent over days. Implications of these findings are discussed. The paper emphasizes the importance of using multiple rating scales in order to assess quality dimensions in early childhood education and care programs. (author abstract)