A discussion of the rationale for early intervention programs, including the critical role of early experiences and the prevalence of language deprivation among children from lower socioeconomic groups, begins this paper. The distinguishing characteristics of three structured curriculum models for early intervention are reviewed: the structured cognitive approach, the structured environment approach, and the academic skills approach. Examples of experimental programs are described in relation to the curriculum models, and the goals and objectives of Project Head Start are described. Several programs with parental involvement are noted, and the effectiveness of these programs is reviewed. It is suggested that structured early intervention programs promote success during the early years of school, but a number of concerns regarding the objectives, instructional procedures, and evaluation are raised. (Author/TO)