This paper describes preservice and inservice training for the staff of the Responsive Care Program. The Responsive Care Program was designed to facilitate the development of children's social and cognitive repertoires. The Responsive Care Model was first implemented at Syracuse University with preschool children. Assumptions are that optimal learning is likely to occur when (1) a child's basic physical needs are met; (2) the child has continued access to a rich environment which provides possibilities for experiences the child can assimilate; (3) the child is free to determine the nature of his/her involvement; and (4) adults provide symbolic feedback directly and through modeling. Objectives, content and alternative strategies for each of the preservice training units are outlined. Training units include: explorations of teaching and learning; general orientation to responsive care program, preparation of/for active, task, and expressive areas, outdoor play, invitational activities; staff responsibilities; preparation for special children; planning for use of Child Repertoire Assessment Record; and preparation for individual work. Inservice training packets are briefly described. (MS)