In an early education program, 100 disadvantaged 4-year-olds (50 Negroes and 50 whites) attend classes one-half day, four days a week, from October through June. A teacher visits each child's home every other week to conduct a tutorial session lasting 1 1/2 hours. Three objectives of the program are (1) to develop a preschool curriculum based on Piaget's theory of sequential development of intelligence, (2) to develop a model of curriculum innovation in a school system utilizing a theorist, a diffuser, and a teacher, and (3) to develop a group parent education program. Goals of the preschool curriculum are (1) to facilitate the movement of the children from the sensory-motor period to the preoperational period and (2) to help children move from the concrete to the symbolic level. The theorist derives specific goals from the abstract theory, which serves as the foundation for the program. The master teacher (diffuser) translates these goals into specific teaching activities and works with the classroom teacher (chosen for her interest in a new curriculum and her willingness to try unorthodox approaches), who provides feedback relevant to the effectiveness of the curriculum. In a pilot program in 1968, involving 20 children, the mean gain on the Stanford-Binet Intelligence Scale was 13.7 points. (DO)