This monograph provides a detailed description of the child about whom and for whom the activities of the elementary school industrial arts program are directed and of the role of industrial arts in the elementary school curriculum. The first section is a detailed description of the child from age three to thirteen and includes general physical characteristics, emotional and social traits, motor and intellectual development, and examples of observable patterns of behavior not detailed as unique characteristics. The next section is a model (using age five as an example) that matches expected behaviors (kindergarten) with provisions (educational experiences). The third section discusses the role of industrial arts activity as part of the elementary school curriculum. The integration of industrial parts as part of the total curriculum is advocated. Among the benefits to elementary school children that are cited are these: orientation to the world and opportunities to use and develop various skills, develop mind-body coordination, analyze parts to a whole, interact, and organize, plan, create, and evaluate using a variety of media. A chart lists development characteristics (ages three to thirteen) and correlates them with characteristics of appropriate technological activities. (YLB)