The educational implications of the research, "A Survey and Analysis of Major Tasks, Knowledges Associated with Work and Child Care Occupations," (ED 021 066) are examined. A proposed framework for curriculum development and child care contains task analysis, knowledge derivation, behavioral objective development, and organization of objectives into the curriculum. The knowledge required for the performance of many given tasks may transfer to the performance of others. General sets of capabilities increase the occupational opportunity and choice of individual students. To be useful as a component in vocational curriculum building, functional definitions of the characteristics and capabilities of a person who has attained an educational objective are needed. A behavioral objective states what the student can do, but it does not in any way state how the behavior must be learned. Teaching then becomes an act designed to facilitate learning, not an act having relevance in itself. A curriculum in child care should be a meaningful collection of behavior objectives which enables the learner to perform certain tasks and assume more responsibility for his own education. By beginning with knowledges and developing a curriculum of behavioral objectives, one exposes the communality of tasks and opens up a large potential for further generality. (FP)