This report presents a description of the Structure-Process approach to cognition and literacy, suggests techniques for implementation of the model, and assesses the effects of the model on a specific population. The Structure-Process approach assumes that intelligence develops cumulatively. The model was used for curriculum development in four rural and urban early childhood centers enrolling 290 3- to 7-year-old disadvantaged Negro children. A checklist was filled out by the teacher three times during the year to assess each child's progress in communication, fine arts, and physical activities. Analysis of variance results showed significantly higher gains for girls compared to boys, perhaps reflecting maturational superiority and/or teacher favoritism. Pre- and postadministration of the Preschool Attainment Record produced significant gains on measures of creativity, and physical, social, and intellectual development. According to pre- and posttest scores on the Slosson Intelligence Test, the program had maximum effect on younger children. Cross-test comparisons using the Wechsler Preschool and Primary Scale of Intelligence and variations in administration of instruments indicate that pretest scores may have been inflated, thus reducing pretest-posttest differences. (JF)