EXISTING DIRECTIVES FOR PLACEMENT IN SCHOOL ARE INADEQUATE. MORE IMPORTANT, GROWTH AS THE GOAL OF EARLY EDUCATION IS ALL TOO OFTEN SACRIFICED TO A RIGID TEACHING-AND-LEARNING PROCESS WITH ITS BURDENSOME DEMANDS. THIS OFTEN LEADS TO EMOTIONAL MALADJUSTMENT. PROPER PLACEMENT AND GROWTH CAN BE ACHIEVED ONLY IF EVERY CHILD IS KNOWN IN HIS OWN RIGHT. THE BEST WAY TO GAIN THIS KNOWLEDGE IS THROUGH DEVELOPMENTAL EXAMINATION, WHICH SHOULD BE THE BASIS OF THE GUIDANCE OF EVERY CHILD. DR. ILG EXPLAINS THE DEVELOPMENTAL-EXAMINATION SYSTEM AND DISCUSSES THE SELECTION, TRAINING, AND DUTIES OF THE EXAMINER. HE STRESSES THE ADVANTAGES OF DEVELOPMENTAL EXAMINING--(1) A CHILD CAN BE PLACED WHERE HE CAN PROPERLY GROW AND FUNCTION, (2) CURRICULA CAN BE BETTER GEARED TO THE DEVELOPMENTAL NEEDS OF THE CHILD, (3) A GROUP CAN BECOME A GROUP MORE QUICKLY, INDICATE MORE CLEARLY ITS INTERESTS AND CAPACITIES, AND BETTER GENERATE ITS OWN ENERGY, AND (4) THERE CAN BE MORE TIME AND ENERGY FOR CREATIVE TEACHING. RESISTANCE FROM EDUCATORS AND PARENTS TOWARD GROUPING BASED ON DEVELOPMENTAL EXAMINATION MUST BE OVERCOME. THIS RESISTANCE IS EXPENSIVE AND RETARDS TRUE GROWTH IN EARLY EDUCATION. (RD)