An Ames, Iowa elementary school program of foreign language instruction adapted instructional approaches geared to older students to the needs of elementary school children by examining children's stages of development and the effects of these stages on the students' ways of thinking and acting. This examination of child development yielded results which were translated into the curriculum in: (1) the use of real objects that are attractive, sturdy, and clear symbols useful in language learning; (2) physical activity in the classroom for learning action verbs; and (3) opportunities for creative expression such as imaginative uses for objects or materials, chances to describe unusual happenings, songs and games, imitation, and dramatization. Original plays were used for a number of purposes: as motivation to continue learning, to encourage the children's creativity, to develop expressive speech, to encourage the students' self-confidence, to develop talents, and to promote parent involvement. The plays were based on themes in the vocabulary already learned, and were taken from the original idea through the rough draft and polishing stages by the children themselves. One student-developed play concerning animals and the woods is appended. (MSE)