Two guides for practitioners, one concerning early childhood curriculum and the other concerning the early childhood identification process are presented in this document. The curriculum guide, which constitutes the bulk of this package, approaches early childhood curriculum issues from the developmental perspective. The first section of the guide considers the foundations for an early childhood curriculum, including developmentally appropriate practice, and the role of the family in early childhood education. The second section reviews the factors that influence the decision making process in formulating a curriculum. Sections 3 through 5 discuss the needs of children in three age groups: birth to 3, 3 to 6, and 6 to 8. Each of these sections includes an overview of a learning environment; sample school schedules and room diagrams; a description of children's transitions from one activity or learning environment to another; and a series of charts and vignettes that illustrate children's development in cognitive, language-literacy, affective-communicative, and physical-motor domains. An extensive list of resources and bibliographic items is provided. An appendix includes descriptions of two parent involvement programs in Ohio, a list of agencies and organizations involved in early childhood education, a reprint of sections of a text describing developmentally appropriate practices for children, and a copy of the Ohio Department of Education Rules for Preschool Programs. The separately published manual for screening and assessment activities for preschool and kindergarten children that accompanies the curriculum guide is designed to assist school districts in developing and implementing procedures for identifying the individual learning needs of preschool and kindergarten children, including those who may later be identified as handicapped or at risk. The manual outlines major considerations involved in undertaking screening and assessment activities for young children, describes various approaches to screening and assessment, and discusses considerations linking assessment to intervention. (BC)