Alternative systems are suggested for appraising preschoolers for possible inclusion in early special education programs. Frequency sampling, in which diagnosticians analyze performance of certain tasks predictive of school performance, are seen to be potentially valuable but lacking in accuracy. Examination of co-occurrences--interactions between the child and the environment--is suggested as one way to view children's abilities and disabilities. Additional diagnostic approaches described are play assessment, measurement of affective development, and appraisal of children's language acquisition. The alternatives are explained to mirror cognitive development. (CL)