Recent research about children's early personal-social learning and development is reviewed in relation to three basic psychological questions. The first concerns extent of stability or consistency in stylistic patterns of personal-social behavior across infancy, the preschool years, and the early school years. The second concerns current knowledge about possible antecedents or sources of individual differences in patterns of personal-social behavior, and the third deals with alterability--that is, our understanding of the conditions under which personal-social behavior may be justifiably changed. Major emphasis is placed upon this third question and implications of the current research for education and teacher-training are drawn. (Author/MP)