This paper suggests two steps in instructional deisgn for early childhood that can be derived from a recent major paper on instructional strategy taxonomy. These steps, together with the instructional design variables involved in each step, are reviewed relative to current research in child development and early education. The variables reviewed include content operations (identity, descriptive, productive), response conditions (rule remembering, rule using, rule finding), content and response modes (generality, example, expository, inquisitory), content and response representation (enactive, iconic, symbolic), and content and response helps (prompting, feedback). Hypotheses for further instructional strategies research in early childhood are suggested. (Author)