This report details the First Steps Developmental Continua project in a West Australian primary school with a highly culturally diverse student population to (1) ascertain whether recently-established early childhood education developmental guidelines and the corresponding curriculum are useful to map the development of English-as-a-Second-Language (ESL) learners, (2) identify criteria that may be inappropriate or require modification, (3) examine the effectiveness of the learning and teaching strategies suggested in each phase of the curriculum, and (4) make recommendations for modifications to the guidelines, criteria, and teaching strategies. The project involved 18 classes; 10 were part of an intensive language center and 8 were mainstream classes. The first section of the report gives an overview of the project and its methodology. The second describes the use of the guidelines to map writing and spelling development, and includes two case studies. The third section discusses issues in the support of linguistic and cultural diversity in the classroom, and the fourth section focuses on supporting language and literacy development in ESL learners. The final section contains a preliminary report of findings. Forms used for recording data in the study are appended. (MSE)