The necessity of early education is confirmed by a large body of research, particularly that which reveals the emergence of mental test score differences between children of different social classes during the crucial period of early language development, the second year of life. The evidence indicates that verbal comprehension relates highly to intelligence test scores, to reading achievement, and to academic and occupational success, suggesting that education should begin during or before the period of early, rapid language development. However, because environmental stimulation during later years profoundly influences intellectual functioning, education must be a continuing process. In fact, data indicates that IQ scores increase during intensive intellectual stimulation and decrease when such stimulation is terminated. There is, therefore, a need for family-centered programs designed to increase the educational quality of family interaction throughout the period of child development. Parent training programs have been successful in improving parental behavior. Parents should be recognized as the most influential educators of their own children and provided with teaching skills. (MH)