In this report, the formation and use of a creative movement program by a group of Israeli educators as a means of promoting intellectual development in culturally disadvantaged children, mostly of North African and Asian origin, is described. The theoretical framework of the experiment, based on the work of Piaget and other educational researchers who recognized the role of psychomotor activity in the process of concept formation and the development of intellectual skills in young children, is outlined. Methods of working in creative movement are detailed and the research methodology for evaluating its effectiveness with children of low educational and socioeconomic status is explained in detail. The research upon which this report is based was undertaken in order to discover additional methods for education of the culturally disadvantaged. It is hypothesized that the inclination of culturally disadvantaged children towards movement and expression through movement makes it possible to promote the formation of basic concepts and to assist in the development of characteristics considered important to intellectual performance. Charts comparing the control group to the research group tabulate the effects of the program on such things as mathematic ability and test scores. (Author/WI)