The importance of early years in the life of a child is widely accepted through the social value systems of globilizing world. The idea of enhancing young children's development through child care centers and making the early childhood education as a compulsory part of education system has been widely accepted by many countries. A growing body of knowledge has indicated that the physical environment is influential on the educational outcomes (Dudek, 1996; Moore and Lackney, 1993; David and Weinstein, 1987). Collective findings assign more responsibilities to the architects to collaborate with the educators for the design of educational buildings, since the physical setting works as a tool to implement various education programs. Early chidhood education programs have been justified and used by different cultures because they enhance the development in various fields of early childhood (Clarke Steward and Friedman, 1987; Eliason and Jenkins, 1994). Hence, different physical settings are arranged as the reflection of these programs. Early chidhood education is characterized with the consideration of various relations between the education and the administrative policies, the care givers and children, the curriculum applications and physical environment in pursuit of developmental outcomes. New face of the global world provided the rapid exchange of information which contributes to the quality of physical settings of child care centers. More cross-cultural education programs and diverse physical arrangements are proposed for the child care centers as a result of this information flow.