The original objective of the nursery school was that acting in cooperation with the home, it should develop children motorically, intellectually, emotionally, and socially. A comparison of objectives with effects reveals many to be non-existent. A 1966 study of nursery school effects on child development revealed the following breakdown: (1) favorable effects in the areas of general knowledge, vocabulary, capacity for linguistic expression and ability to manage certain daily routines without assistance, and (2) absence of results with respect to motorical, social, and emotional adjustment, marks scored in the test of readiness for school attendance, performance in reading, writing, and arithmetic during the first three years' attendance at school. The project reported on in this paper concerns the use of new techniques of learning in nursery school methodology. The fields of social training, training in communications, and training in comprehension were the fields tested. The program is currently being implemented with the aid of control group procedures. All of the children are tested at the beginning and end of the school year with the following instruments: readiness for school attendance; sound analysis test, vocabulary test, attitude test, general knowledge test , and observations of standardized play situations. The methods used in the experimental groups are validated with the assistance of observations in accordance with a variant of Flanders. Appendices 1, 2, and 3 contain the various project aims; Appendices 4 through 7 contain instructions for teachers. (CK)