This paper probes the structure of several different sets of "affective" early childhood materials. "Affective materials" are defined as those that ask children to look into their own personalities, to consider personal reaction to subject matter, or to consider the reactions of others in a set of circumstances. Four sets of commercially available, preschool-grade 3 level social studies-related material are analyzed with respect to (1) structural characteristics, (2) specified learning outcomes, (3) theoretical bases, and (4) degree of consistency. The degree of consistency includes a check of the integration of the foregoing three frames of reference and the results of classroom field-tests to see if the material "works" without the intervention of extensive teacher training. The results of this analysis suggest some caveats to consumers and raise some issues for curriculum theorists: (1) a failure to operationalize objectives consistently within the theoretical bases and broad goals of the programs in pervasive and (2) sensitivity experience, group process training, and a firm theoretical foundation are necessary for teachers to fullfill the roles specified within the materials. Comparative data is included on the Human Development Program from the Human Development Training Institute; Dimensions of Personality from Pflaum/Standard Publishing Company; First Things: Values from Guidance Associates; and Developing Understanding of Self and Othes from American Guidance Service. (JH)