THIS CURRICULUM REPORT DESCRIBES A SPECIAL EDUCATION PROGRAM FOR EDUCABLE PRESCHOOL RETARDATES TOGETHER WITH AN ACCOUNT OF ITS DEVELOPMENT IN EXPERIMENTAL CLASSES OF NEW YORK CITY. THE SETTING AND PROCESS OF THE DEVELOPMENTAL CURRICULUM, THE CURRICULUM GUIDE AND ITS IMPLEMENTATION, AND THE OBSERVED BEHAVIOR AND GROWTH OF THE PARTICIPATING CHILDREN ARE DISCUSSED IN DETAIL. DEVELOPMENTAL ASPECTS OF CURRICULAR PROGRAMING INCLUDED THE FOLLOWING CLASSROOM ACTIVITIES--INTELLECTUAL, CREATIVE AND IMAGINATIVE, SOCIAL, EMOTIONAL, MANIPULATIVE, MOTOR, AND SELF-HELP PROJECTS. THE STUDY HAD A CROSS-SECTIONAL, LONGITUDINAL OVERLAP TYPE OF DESIGN IN WHICH A NEW GROUP WAS BROUGHT INTO THE EXPERIMENTAL SITUATION EACH YEAR FOR THREE REGULAR SCHOOL TERMS. FROM A GENERAL POINT OF VIEW, THESE CHILDREN MANIFESTED UNANTICIPATED GROWTH IN ATTENDING TO THEIR ASSIGNED TASKS. FURTHER STUDY IS SUGGESTED FOR THE SITUATIONAL VARIABLES OF TIME, THE ACTION AND ITS ELEMENTS, AND PERSONAL RESOURCES OF BOTH THE CHILD AND THE ADULT IN THE PROCESS OF INCREASING ATTENTION SPAN AND IMPROVING WORK HABITS. (JH)