The rational for the curriculum design for three-year-old migrant children in an expanded-day educational program is presented. Consideration is given for each of the program phases, the learning environment, the rationale for a pre-service workshop and on-going in-service consultancy. This curriculum is based on the premise that, because of the nature of the working and living conditions of migrant families, these children are learning from (1) a limited environment, (2) more indirect modeling of peers and older siblings than from parents, and (3) little, if any, planned and defined learning experiences. Included in the design of the curriculum are: (1) a language-oriented program to bridge the gap between home and school oral language, (2) a task-oriented program to increase the child's ability to solve problems at his particular stage of intellectual and motor-skill development; (3) an experience-oriented program to assure opportunities for effective relating to school and the larger community, and expanding his knowledge beyond the immediate home environment, (4) a social-emotional development program conducive to growth in self-esteem, and (5) a health and nutritional program to enhance physical well-being necessary for the realization of a total life program. (Author/CK)