Self-evaluation, director observations and evaluations, parent statements, and a lack of staff-child interaction indicated that a problem existed within an infant-toddler group. A practicum was therefore conducted to improve the quality of care. In 12 workshops, inservice training for teachers and student aides was provided to increase use of observational techniques as a basis for individualization of instruction. Each workshop had an independent study component that permitted the trainee to set and meet individual goals for development. Workshops were designed to increase ability to identify developmental levels, use observational techniques, improve lesson plans and daily schedules, and inform parents about the program. After implementation, pre- and post-evaluation forms, time samples, and needs assessments were compared. Findings showed that lesson plans, activities, and record keeping became more complete and individualized. In addition, caregivers' personal logs reflected an increased understanding of child development and the importance of choosing activities relevant to Piaget's sensorimotor substages. Teachers also initiated more interaction with children, and parents were better informed about the goals and objectives of an infant-toddler program. (Appended materials include staff training guides and the program's handbook for parents.) (Author/RH)