 Quality of educational childcare services and children’s school readiness: Views of Quebecers parents with an immigrant background 
In Quebec, children born outside of Canada and those whose mother tongue is not French are more likely to be less prepared for school. This article presents the points of view of Quebecers immigrant parents regarding the quality of the educational childcare service attended by their child and its contribution to their child’s school readiness. Ten testimonies were collected through semi-structured interviews. A thematic analysis was carried out according to the constituent elements of the quality of the educational environment and the areas of child development of school readiness. The parents interviewed mentioned seven elements that they associated with the quality of the child care center: 1) the way the educational environment is organised; 2) the functioning of the child care center; 3) the personal care routines; 4) the activities; 5) the interactions; 6) the staff experience in the field of early childhood; and 7) the accessibility to the child care center. The majority of them believe that the child care center has positive effects on their child’s school readiness, more particularly on their physical and motor development and their social and emotional development. In addition, the parents interviewed are just as many to consider that the child care center does not contribute to the development of their child’s literacy and numeracy skills. In short, the elements of the quality of the educational environment that they recognize as contributing to their child’s school readiness are the furniture and the way the environment is organised, the interactions between the educator and the children and those between peers, and the activities offered.