This paper proposes a plan for teaching young children in a systematic diagnostic manner. A sequence of steps is described which includes: (1) diagnosis, through the use of formal and informal tests and classroom observation; (2) choosing specific objectives that have relevance to the individual child and are measurable or observable; (3) planning instruction including determination of the modes to be used and the amount and kind of structure to be imposed on the learning experience; (4) selecting good, appropriate materials according to certain general and specific features; (5) carrying out instruction; and (6) evaluating the success of decisions the teacher has made. Charts which illustrate this systematic-diagnostic sequence of teaching activities are included as are some sample behavioral and cognitive objectives. (Author/ED)