This report describes four innovative and culturally responsive early childhood education programs in Montana, Washington, Alaska, and Oregon. The introduction discusses developmentally appropriate early education and effective teaching practices. The report devotes one chapter to each site, with profiles and "close-ups" of selected classrooms presented from information gained through classroom observation, document review, and interviews with teachers and principals. Program components at the Cherry Valley Elementary School in Polson, Montana include the themes of literacy and caring, using teamwork to move toward developmentally appropriate practices, ongoing staff development, school-wide curricular change, an integrated problem-solving approach to learning, and family-school-community partnerships. The Helen Baller Elementary School in Camas, Washington emphasizes providing a safe, supportive place for children with exceptional needs, focusing on children's strengths, and developing a balanced curriculum. The Harborview/Capital Elementary School in Juneau, Alaska gives equal attention to children's social, emotional, and esthetic development along with logical/mathematical and verbal knowledge, and emphasizes a family-like atmosphere through multiage classrooms, multicultural awareness, and parent partnerships. The Mary Harrison Primary School in Toledo, Oregon uses a constructivist approach to promote literacy and problem solving skills, multiage grouping, and culturally responsive teaching, and uses dialogue to plan curricular changes, inservice training, and assessment procedures. The report's final chapter highlights the effective components of the four programs; examines the connection to current research and theory regarding learning, literacy, teaching, and assessment; and the role of state standards in early childhood education. School philosophies and sample materials are appended. Contains approximately 65 references. (KDFB)