This paper provides curriculum makers with an overview of developmental theory and relates the theory to instructional strategies. The section on socioemotional development addresses Erikson's eight ages of man, Kohlberg's stages of moral development, motivation and Maslow's hierarchy of needs, Taylor's stage model of creative development, and Loevinger's stages of ego development. Cognitive development is approached through overviews of Skinner's operant conditioning, Gagne's behavioristic-eclectic theory, Bandura's social learning theory, cognitive gestalt-field theories, Lewin's cognitive field theory, Bruner's learning as categorizing theory, Piaget's cognitive-descriptive theory of intellectual development, the information-processing approach, and Case's comprehensive framework of intellectual growth. Personal- and social-oriented instructional strategies discussed include Gordon's synectics, Schutz's awareness training model, the classroom meeting and laboratory training (T-Group) models, the Shaftels' role-playing model, and cooperative models of instruction. Behavioral strategies include mastery learning, individually prescribed and direct instruction, and contingency management. Information-processing strategies include concept attainment, inductive thinking, inquiry techniques, the advance organizer and memory models, and the process of Piagetian clinical interviewing. A total of 66 references are cited. (RH)