<![CDATA[This study addresses the persistent issue of low accreditation levels in Early Childhood Education (ECE), which are closely associated with weaknesses in classroom learning practices and character development processes. The study aims to examine the relationship between learning quality, character education, and accreditation outcomes. A mixed-methods explanatory design was employed, combining quantitative data collected using the Early Childhood Environment Rating Scale–Revised (ECERS-R) with qualitative findings to enrich interpretation. The quantitative analysis using correlation tests indicates a strong positive relationship (r = 0.68) between learning quality and accreditation levels. Key contributing factors include effective teacher–child interaction and consistent principal supervision. The findings highlight that learning processes must be systematically designed, implemented, and evaluated in alignment with accreditation indicators. This study offers a novel perspective by reconceptualizing accreditation standards as an internal pedagogical framework that guides planning, instruction, interaction, learning environment, and assessment to ensure structured, measurable, and impactful educational practices.]]>
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