THREE ASPECTS OF PROGRAMS AND PROCEDURES FOR THE PRESCHOOL CHILD ARE DISCUSSED--GROWTH IN COMMUNICATING, OPERATIONAL PRESCHOOL PROGRAMS, AND SOME SPECIFIC EXPERIENCES TEACHERS CAN PROVIDE. THE EFFECTS OF SOCIAL SETTING, ENVIRONMENT, AND ADULT EXAMPLE ON GROWTH IN COMMUNICATION ARE DESCRIBED. OPERATIONAL PRESCHOOL PROGRAMS--THE DENVER PROGRAM, MONTESSORI APPROACH, RESPONSIVE ENVIRONMENT TECHNIQUES PROJECT, AND OPERATION HEADSTART--ARE OUTLINED BRIEFLY. THE EXPERIENCES PRESCHOOL TEACHERS CAN PROVIDE ARE CATEGORIZED AS FREE-PLAY ACTIVITY, STRUCTURED GROUP EXPERIENCES, INDEPENDENT-DIRECTED ACTIVITIES, AND TEACHER-CHILD LANGUAGE EXPERIENCES. REFERENCES ARE CLUED. THIS PAPER WAS PRESENTED AT THE ANNUAL CONFERENCE AND COURSE ON READING (22D, UNIVERSITY OF PITTSBURGH, JULY 5-15, 1966), AND PUBLISHED IN A REPORT OF THAT MEETING, "PROGRESS AND PROMISE IN READING INSTRUCTION," BY THE SCHOOL OF EDUCATION, UNIVERSITY OF PITTSBURGH, PITTSBURGH, PENNSYLVANIA 15213. (BK)