THE EXPERIMENTAL PROJECT ATTEMPTS TO DETERMINE WHETHER EARLY ADMISSION TO SCHOOL CAN OVERCOME BARRIERS TO LEARNING WHICH ENVIRONMENTAL FACTORS SEEM TO IMPOSE. A DEPRIVED CHILD OFTEN DOES NOT RECEIVE ATTENTION, AFFECTION, OR GUIDANCE WITHIN HIS HOME. THE YOUNG CHILD SHOULD BE HELPED TO DEVELOP A WHOLESOME SELF-CONCEPT, TO ACQUIRE THE DRIVE TO LEARN, AND TO DEVELOP INTERESTS AND CAPABILITIES. TWO PROJECT CENTERS WERE OPERATIONAL IN FEBRUARY THROUGH JUNE 1963. EVALUATION OF THE FIRST 5 MONTHS INDICATES THAT EARLY ENRICHMENT MAY SURMOUNT SOME OF THE BARRIERS TO LEARNING IMPOSED BY ENVIRONMENTAL FACTORS. TESTS REVEALED HIGHLY SIGNIFICANT GAINS, BOTH TEACHERS AND PARENTS IDENTIFIED GROWTH IN AREAS SUCH AS USE OF LANGUAGE, VISUAL AND AUDITORY DISCRIMINATION SKILLS, GETTING ALONG WELL WITH OTHERS, BETTER COMMUNICATION WITH BOTH PEERS AND ADULTS, AND USE OF MATERIALS SUCH AS PAINT AND SCISSORS. THROUGH CAREFUL RECORD KEEPING AND COOPERATIVE PLANNING, THE PROGRAM IS DESIGNED TO PROVIDE CONTINUITY THROUGHOUT THE CHILD'S EDUCATION. ATTEMPTS TO PROMOTE PARENTAL UNDERSTANDING OF THE GROWTH AND DEVELOPMENT OF CHILDREN AND OF THEIR ROLE AS PARENTS HAVE INCLUDED HOME VISITS BY TEACHERS, MEETINGS FOR PARENTS IN RELATION TO QUESTIONS RAISED BY THEM, AND INDIVIDUAL CONFERENCES IN WHICH TEACHERS SOUGHT THE PARENTS' EVALUATION OF THEIR CHILDREN'S AGENCIES. THEY BROUGHT A WIDE VARIETY OF EXPERIENCES AND INTERESTS TO THE PROJECT.