The review of teaching strategies examines four areas of potential ecological impact on effective learning in young children--methods for curriculum organization, antecedent instructional events, consequent instructional events, and packages or combinations of instructional events. Four methods of curriculum organization are explained including prescriptive teaching, individualized instruction, task analysis, and large group vs. small group vs. one to one instruction. It is pointed out that results are not yet definitive, but a trend appears to be developing in favor of small group instruction. Teaching strategies in the continuum of antecedent instructional events, listed in order of decreasing teacher support of the child response, are noted to be putting through manual or physical assistance or guidance (hand shaping, passive shaping, or a form of physical prompting); partial physical prompts; direct and indirect modeling; verbal instructions; visual and auditory prompts; direct and indirect primes; and proximity or eye contact. Cited among findings of research on antecedent prompting techniques is that they can be used successfully to teach new motor, social, cognitive, and conduct skills to young normal or handicapped children. Consequences that are likely to strengthen desired behaviors are divided into and discussed in four major categories--teacher behaviors, materials, activities, and other consequent events. Several methods for decreasing behavior are also considered such as corrective feedback, overcorrection, and timeout. (SB)