AT THE HEART OF THE EDUCATIONAL AND SOCIAL STATUS PROBLEMS OF THE MEXICAN-AMERICAN CHILD IS HIS CRITICAL NEED FOR THE OPPORTUNITY TO COME TO SCHOOL WITH HIS PARENTS AT THE AGE OF 3 TO PARTICIPATE IN A CAREFULLY PLANNED PROGRAM FOR HIS EARLY CHILDHOOD EDUCATION, ACCOMPANIED BY A PLAN FOR THE EDUCATION OF HIS PARENTS. DEVELOPMENT OF COMPETENCY IN THE USE OF THE ENGLISH LANGUAGE AT AN EARLY AGE IS VERY IMPORTANT. COMMUNICATION SKILLS DEVELOP IN A CHRONOLOGICAL PATTERN WHICH BEGINS IN INFANCY. FROM 4 TO 6 YEARS OF AGE, THE RATE OF GROWTH IN THE FUNCTIONAL USE OF LANGUAGE INCREASES RAPIDLY. THE MEXICAN-AMERICAN CHILD NEEDS TO HEAR ENGLISH SPOKEN WELL, HE ACQUIRES SKILL AND VOCABULARY BY LISTENING AND IMITATING. IF HE IS TO HAVE SUCCESS IN HIS INITIAL EXPERIENCE WITH SCHOOL, HE MUST HAVE AN ADEQUATE BACKGROUND. THROUGH THIS PRESCHOOL PROGRAM THE CHILD WILL ALSO HAVE OPPORTUNITIES FOR SENSORY EXPERIENCES IN ART, MUSIC, SCIENCE, PHYSICAL ACTIVITY, SOCIAL LIVING, AND LITERATURE. HE WILL LEARN GOOD HEALTH HABITS, SECURITY IN THE SCHOOL SITUATION, AND A RESPECT FOR HIS CULTURAL HERITAGE. THE PARENT PROGRAM WILL PROMOTE INTEREST AND COOPERATION WITH THE SCHOOL, INCREASE PARENTAL UNDERSTANDING OF THE DEVELOPMENTAL TASKS OF CHILDHOOD, AND TEACH VARIOUS HOMEMAKING SKILLS. THE OPERATIONAL ORGANIZATION AND THE DAILY PROGRAM ARE APPENDED.