This study examined program emphasis, organizational groupings of children, and roles of caregivers in 96 Get Set Day Care Centers in Philadelphia. Each of the approximately 286 classrooms participating in the study was observed for 45 minutes in the morning hours, yielding more than 3500 observations of the total program. Results showed the program to be balanced between structured and unstructured periods of time. Children were found to be functioning in small groups most often, but they also had opportunities to function individually and as members of a group of all children in a room. The interest of the children remained at a high level for all types of activities. Children were given wide latitude to determine their activities during unstructured play, and less latitude during adult structured activities. The developmental areas of large muscle development, fine motor coordination, social interaction, personal expression, and language development were found to be receiving primary emphasis. Mathematical-logical and physical knowledge areas of development received minimal emphasis. Two major caregiver roles were identified as teachers and manager. Affective areas of communication (both verbal and non-verbal) tended to receive minimal attention. The observation form used in the study is appended. (Author/JMB)