This paper reviews recent literature in the field of infant education, presents a rationale for developing a systematic program of infant education, and suggests how this might be accomplished. Developmental research has shown that experiential deprivation, whether environmentally or neurologically caused, is the major factor in mental retardation and learning disability. If this factor can be minimized by giving potentially handicapped (high-risk) infants appropriate and therapeutic experiences, these disabilities can be minimized or prevented. A multiphasic program of education of the high-risk infant should be initiated at as early an age as possible. Two approaches used are the enriched day care setting, and the training of mothers in programs of infant stimulation in the home. It is suggested that an infant curriculum include: (1) a solid conceptual rationale, (2) an inventory of infant development which uses valid assessment instruments and skilled observations, (3) a systematic method of teaching those who will teach parents and babies, (4) a detailed curriculum of sequential and hierarchical experiences, and (5) an additional remediation system which can be used when special intervention techniques are needed. (Author/NH)