This book is a collection of papers on curriculum development in early childhood education. In Chapter 1, Bruner examines what is known about the effects of poverty on child development in Western culture, considers whether modern developmental theories aid in understanding the impact of culture (and specifically) poverty on children's growth, and discusses the implications of his findings for public policy. In Chapter 2, Blank presents 12 techniques that teachers can use when a child makes a wrong response. In Chapters 8 and 10-13, several curriculum specialists offer an updating and extension of their earlier conceptualization. Included are Nimnicht's responsive educational system, Robison's CHILD curriculum, Engleman and Bereiter's academic preschool, Karnes' ameliorative curriculum, and Miller and Camp's program based on the Gray/Klaus Early Training Project. Six of the remaining chapters deal with developing curricula for preschool children, ages 3-6: Nedler describes her developmental process approach to curriculum design, Kamii and Hooper present two different applications of Piagetian theory, Weikart reports on the Unit Based Curriculum; Banta comments on Montessori curriculum, and Whitney and Parker provide an account of their Discovery Program. In two other chapters, Aaronson and Palmer discuss curricula designed for children between 15 and 36 months of age. (JMB)