This paper describes the nature of stimulus and response generalization and identifies a number of tasks related to generalization that are commonly taught in early childhood programs. Substantial research has demonstrated that stimulus generalization does not occur automatically and it can often be achieved only as a result of special programing. It is imperative that early childhood educators actively employ specialized techniques to enhance generalization of learning and assess the functional application of skills in commonly occurring conditions in natural environments. Response generalization is of particular concern in early childhood education, as a number of readiness, preacademic, prerequisite, and generic skill training tasks are commonly included in early childhood curricula. In terms of readiness, these skills are beneficial only if they undergo response generalization, that is, if they change the form in which they are performed in academic tasks or other functional activities in the natural environment. If response generalization does not occur, children who are taught generic readiness responses will not benefit from instruction. Since specialized techniques for enhancing response generalization have not been reported in the literature, the most efficient course would be to teach functional tasks in the form in which they must be performed in the natural environment. (RH)