Early childhood education is the foundation of a child's education. Belize is a developing country and is striving towards the development of its educational system. This study describes the status of preschool education in Belize using three methods of colleting data: survey, observations, and interviews. A national survey described the education, qualifications, and experience of preschool teachers and directors/principals. Three instruments, Early Childhood Environment Rating Scale-Revised (ECERS-R), Early Childhood Environment Rating Scale-Extension (ECERS-E), and the Caregiver Interaction Scale (CIS), were scored in 41 preschools to describe the physical environment, curriculum implementation, and teacher-child interaction, respectively. A modification of the ECERS-R and ECERS-E, named the Early Childhood Environment Rating for Belize (ECERS-B), was created. The modified version is an instrument that is compatible with the culture of Belize. The quality of preschools environments were at the minimal with evidence of positive teacher-child interaction. A one-way ANOVA indicated significant differences with teacher education level, suggesting that teachers with education qualifications higher than a high school diploma had higher scores on the ECERS-B. Finally, four major stakeholders were interviewed to find out their perception of early childhood education in Belize. Belize has implemented initiatives to improve the quality of early childhood education. Recommendations for policy, practice, and future research are suggested.
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