The factors related to children in kindergarten structural quality indicators include teacher-student ratio, class size, average activity area per student, average number of toys and books, average number of large-scale sports equipment per student, average number of living facilities (such as squatting toilets) and so on. The factors involved in teachers are education level, salary, working years, stability, continuing education and so on. These indicators are generally stipulated by government departments, and some countries (or regions) make them into laws. Some structural quality indicators are very detailed and some are very thick, but they all have a common feature, that is, openness and transparency, which is not only used as a standard for the establishment of kindergartens, but also as an indicator for inspection and supervision by the government and the public.

Structural quality indicators represent the basic quality of kindergartens, and the quantity, fineness and coarseness of elements reflect the quality requirements of kindergartens in a country or region. Therefore, all the elements in the structural quality index can be used to monitor the basic quality of all kindergartens in the country or a certain area, which can be open, transparent, fair and just, and public participation. At the same time, all localities can list the required quality elements in detail according to their own reality.

Preschool education is public education. Therefore, the government should make public all the structural quality indicators and related elements related to the quality of kindergartens (the existing regulations on the disclosure of government information), so that the public can know what to use to judge the basic quality of kindergartens. Kindergarten is a public educational institution, and it should really disclose the basic structural quality factors to the society (public services must be made public) for the government and the public to inspect and supervise. By establishing an information disclosure system, the government ensures that the basic quality requirements and conditions of kindergartens can be disclosed to the public.

The basic quality of kindergartens does not need special personnel to evaluate. As long as the basic information of kindergartens can be truly disclosed (in order to ensure the authenticity of the information, public representatives can spot-check the structural elements disclosed by kindergartens), the quality of kindergartens can be analyzed according to the elements, and the quality monitoring report of kindergartens can be released, so that the public can make quality judgments and save a lot of manpower, material resources and financial resources. Moreover, quality monitoring is not about going to kindergartens that are in line. Through the analysis of quality factors, we can find the existing problems and find solutions to them, so as to improve and enhance the quality of kindergartens. Of course, in the analysis of quality monitoring, there is definitely a gap in the elements of kindergartens, which reflects the existing problems. Constantly narrowing the factor gap should be the goal pursued by kindergartens and the government. This is a simple evaluation of the basic quality of kindergartens, which can not only ensure certain openness, but also ensure certain fairness and justice.