An overview is presented of the Guided Self-Analysis System for Professional Development (GSA) for teaching young children. The GSA system and programs are reviewed along with staff involvement, staff responsibilities, the emphasis on flexibility, change in the classroom, and implementation procedures. The GSA early childhood program is then discussed with workbook units detailed for teaching language and concept development, independent thinking, and facilitating strategies. The application of the GSA system to a wide range of professional settings, such as preschool and culturally disadvantaged group programs, is also discussed. Final consideration is given to the relationship of GSA to other early childhood models, a rationale for the system, theoretical orientation, and another GSA program, "Teaching for Inquiry." (LH)