This report describes the first phase of a two-part study of the processes through which social and economic disadvantagement affect the early cognitive development and educability of urban preschool Negro children. Contents include: the background, conceptual context, and research procedures; the relation of family resources and maternal life styles to maternal cognitive environment and cognitive performance of the child; maternal control strategies and cognitive processes; mother-child interaction; cognitive behavior of mother and child; mother's language and the child's cognitive behavior; and, socialization to the role of pupil. A summary of preschool project results is included. Extensive appendixes carry samples of questionnaires, interview forms, procedures for administering and scoring various mother-child interaction tests, attitude tests, and behavior ratings, and tabulations of statistical data and results. For report of the follow-up phase see UD 009 945. (JM)