Two problems related to early childhood are studied: the specification of goals and the problem of measurement. Methods used to study these problems are to define objectives in the affective domain and to develop instruments to measure the attainment of these objectives. It is pointed out that the interrelationship between what the child is able to do and how he feels about himself is being more clearly recognized, and the lines of separation between the developmental and cognitive learning approaches are beginning to blur. It also pointed out that the cultivation of a positive self concept and the acquisition of cognitive skills must proceed in tandem and that both are important prerequisites for success in school and for the development of a competent, independent and contributing adult. There are two approaches to the assessment of behavior. The first method is observational, i.e., some scheme by which desired behaviors are categorized and rated by an external observer who is usually the classroom teacher or some other specially trained adult. The second technique relies on the subject's performance on specifically constructed tasks or test items. Finally, it is pointed out that there is a recognition of the need to find procedures for assessing change along both the emotional and cognitive dimensions so that the effectiveness of any preschool intervention can be more fully evaluated. (CK)