The argument presented in this monograph stresses that, as concerns early childhood education, Jamaican parents must not only know and understand what is being done for and with their children but must also be active contributors to their educational development. It is further stressed that disadvantaged parents need special training and help if they are to overcome their children's developmental deprivation. The discussion's main focus is on the efficacy of functional interactivity of the family, community, and school systems in promoting the development of children in the basic schools. Prefatory material (1) outlines a philosophical stance toward the integration of home, school, and community; and (2) defines and provides a rationale for functional interactivity. Chapter 1 describes the historical background of parental and private sector involvement in early childhood education and the care of children. Included is a synopsis of programs fostering parent/community involvement in the welfare, health, and education of the young child and a report of related research findings. Chapter 2 reports findings of interviews conducted with 32 policy makers concerning their attitudes, during the decade 1966-76, about basic schools. Chapter 3 provides specific guidelines for promoting participation at different levels of parental and teacher ability and confidence, and suggests how the school might reach out into the community. Related materials, including the attitude survey questionnaire and a list of contributors to basic school improvement in Jamaica, are appended. (RH)