A survey of research and development studies currently needed in early childhood education stresses child development and its relation to instruction. Topics which have been discussed are perception, oral language, concept formation, learning set, motivation, and the psychology of learning. Universities and public school systems working together in longitudinal research studies of teacher-pupil interaction, curriculum effectiveness, and instructional methods will provide information to be built into educational action programs. Since children develop both through maturation and interaction with environmental stimulation, specific instruction for cognitive, language, and perceptual development is presently being given in compensatory preschool programs. Followup-study results from these programs, as well as from research projects, should be used to revise and improve future instructional schemes. A review of the literature of curriculum development for kindergarten children and a bibliography of early childhood studies are provided. (MS)