The Early Childhood Observation Form was developed to compare and evaluate two distinct curriculums used in Title I and Title I Migrant Pre-Kindergarten classrooms in the Austin Independent School District during the 1979-1980 school year. Variables recorded on the form included language spoken, group size, activity, adult instructional involvement, instructional responsibility, adult contact, and curriculum used. Design of the form provided for day-long, minute-by-minute observations of randomly selected students on randomly selected observation days by two trained observers. The form was judged useful in examining a variety of curriculum approaches, assessing the extent to which a curriculum has been implemented, relating classroom practices to achievement gains, and/or contrasting curriculums. Findings from a total of 100 day-long observations were that Title I students received 22 minutes more instruction in a day which averaged 19 minutes longer, took more naptime (36% compared with 27%), spoke and heard less Spanish (1% compared with 11%), were part of larger groups (averaging 10 members, compared with 8), and received less instruction from teacher aides and more from teachers than Title I migrant students. Also included are background material on the form's development, directions and procedures for observers, statistical results, the Early Childhood Observation Form, a card file layout for computer analysis, and the computer program. (AN)