To determine development patterns of the disadvantaged child at the age when he comes into contact with a school program, a comparison was made of the test performances of 25 primary school children on the Stanford-Binet and the Vineland Social Maturity Scale. Test batteries were given in fall and in spring. The Binet test was administered at school, the Vineland at home through social work interviews. Each child's performance was examined in terms of items succeeded and items failed on the Vineland. Early failures and late successes were categorized, identifying subareas of good and poor development. There was a substantial difference between the mean scores on the Binet and the Vineland Scale. Only four children had a Binet quotient equal to or superior to their Vineland quotient. Children excelled primarily in the self-care areas, being able to feed and dress themselves at an age level much beyond their skills in other areas. They were also able to use small tools to do routine household tasks. Failures tended to occur in the areas of communication, general self help, and locomotion. In regard to neighborhood exploration, children appear to be overprotected by their parents. Evaluation of the disadvantaged child's social skills should include many developmental dimensions. (NH)