An 8-week course on early childhood education focusing on preventing reading difficulties was conducted and evaluated in Haifa, Israel. The course objectives were to: (1) review child development in its relationship to reading; (2) examine reading theories and teaching methods; (3) analyze the effects of the child's environment on reading; (4) practice teaching techniques; and (5) acquire strategies and tools for changing parents' and teachers' attitudes. There were 28 participants from 23 countries from Africa, Asia, Europe, and the Caribbean. Teaching methods included lectures, workshops, small group activities, professional study visits, and a re-entry workshop. Participants evaluated texts for teaching reading brought from their respective countries. Participants planned and presented reading lessons and wrote and illustrated stories for young children. Topics covered in the course included: (1) reading instruction; (2) development of language, literacy, and narrative skills; (3) teaching English as a second language; (4) cooperative learning; (5) social and emotional aspects of learning; (6) psychomotor development and sensory integration; (7) using dance and movement with children with learning disabilities; (8) parents as partners in their child's education; (9) changing attitudes; and (10) gender and development. Participants wrote a final project based on some aspect of teaching reading which could be implemented in their educational setting. In addition to the course sessions, various social and cultural activities were planned for the participants on weekends. Course evaluation results indicated that participants were satisfied with the course content and level, highly valued the opportunity to meet colleagues from different cultures, and pleased to visit the holy and historical sites of Israel. (Three appendices contain the list of participants, course schedule, and evaluation results.) (Author/KB)