Three major educational goals suggested for the child are: (1) that he learn to balance a concept of himself as both an individual and a group member; (2) that he became competent so that he will feel he can influence the events that affect his life; and (3) that he develop a positive sense of self-esteem. A transactional view of development and the role of culture are discussed, and an overview of longitudinal studies which explore relationships between early child experience and later personality and intellectual development is presented. Studies which investigate the effects of different types of stimulation upon the development of the young child are discussed. The need for new measures of intellectual development in the early years is emphasized, for measures currently in use have no predictive validity. Educators should not confine their efforts to the cognitive domain, but should involve parents and the general community in all aspects of education, including decision making. (NH)