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High-quality education is considered as a crucial issue for every organised society since it prepares the next-to-come generation of active citizens. The assessment of the quality of education comprises the research object for a large number of researchers and members of the educational community, since through it the content and results of the assessment itself are examined. A structural feature of quality in education is the curriculum, inside which the very purpose of Kindergarten is reflected, which is no other than the wholesome development of toddlers. The objective of the present study was to investigate the views of general and special education teachers concerning the assessment of content as well as the operation of the curriculum proposed for the educational rank of Kindergarten. The study was conducted during the 2022-23 academic year, with the participation of 1204 educationalists (N: 864 general education Kindergarten teachers, N: 337 special education Kindergarten teachers) from all over Greece. The results of the research showed that the assessment of the pupils’ advancement relates to the type of education, whether, that is, the educationalists are employed within general education facilities or in special education ones, as well as to the number of pupils who attend each class. More on this, it surfaced that the dimension “Learning domains”, in which the content of the curriculum is being described, is affected by the number of pupils in each contextual class. Article visualizations:
Σακελλαρίου et al. (Mon,) studied this question.