An inquiry-based early childhood education (ECE) program focusing on the development of representational competence, guided by principles from Piagetian theory, and based on Sigel's (1970) distancing hypothesis is described, and issues of program evaluation are discussed. Principles and aims of the ECE program are stated, including, among others, the ideas that representational competence develops fully only through a process of discrepancy resolution. Basic classroom strategies assocated with distancing procedures are described. In addition, the discussion offers eight detailed lesson plans used in the program; five are for large group activities with different foci, one is for a small group activity involving the physical construction of book-illustrated structures, and two are for free play activities. Issues related to problems in evaluating the effectiveness of preschool interventions are briefly discussed and a model of an exemplary preschool program is provided. In particular, the discussion explores the place of theory in ECE programs, types of decisions required for establishing a conceptual model, the function of articulated conceptual systems, and, more than briefly, conceptual considerations regarding development. Also considered are program monitoring, appropriateness of evaluation to program development, research relevant to the advocated program and conceptual framework, and perspectives on program evaluation measures and data analysis. (RH)