The training of preschool facilitators is considered in the context of the new emphases on preschool education in developing countries. The term "facilitator" refers to anyone who contributes to a young child's learning in any situation. Components of the contextual framework include: (1) emerging concepts of early childhood education; (2) the learning environment; (3) preschool and home; and (4) basic considerations in personnel training. Discussion focuses on general design issues and frameworks, rather than a specific model. Special emphasis is given to the training of facilitators concerned with the educational development of 3- to 6-year-olds. The importance of the home learning environment is a pervasive theme of the text. An introductory chapter is followed by Chapter II, which covers resource frameworks for designing preschool facilitator training, the process of establishing facilitator competency profiles, a theory of teaching, the learning environment, performance analysis, and tasks and competencies. In Chapter III, training modes are discussed in terms of general characteristics, a short course design, and a comprehensive training system. Chapter IV concerns special design issues related to assignments for the trainee facilitator and alternative modes for using theory in training. Chapter V outlines the family's role as a partner in preschool education. (RH)