Parents’ views on the possibilities for networking and communication among parents are assessed in less than half of the countries (6 out of 15), as are their opinions on the daily schedules and planning of activities for their children. Parents are also not very often asked about the materials settings have (6 out of 15), nor about the relevance of the setting’s ECEC curriculum for home learning: only a quarter of the countries review this. Bergen’s monitoring practice shows how a large Norwegian municipality tackles its legal responsibilities for monitoring ECEC services, and how the monitoring practice fits into the broader frame of quality development.