This document describes the Mother-Child Home Program (MCHP) for prevention of educational disadvantage, prepared by the Verbal Interaction Project. The MCHP consisted of 92 semi-weekly, half hour home sessions spread over two years by interviewers called "Toy Demonstrators". The latter were trained in non-didactic techniques to show a mother, by participating in play sessions with her and her child together, how to interact verbally to enhance the child's conceptual and socioemotional development, around commercially available toys and books as the curriculum materials permanently assigned to the child. The toy demonstrator, after involving the mother early in the home session, gradually faded into the background and the mother was left free to adopt the modeled behavior, or not. The theoretical foundation for the program is based on the premise that parents are the primary change agents or teachers of their own children. The program added to this the idea that the teaching should occur at home through concept-building verbal interaction, in play around permanently assigned stimuli, and embedded in the affective matrix of the mother-child interaction. One fundamental belief of the program is that language plays a critical role in cognitive development. The program has both affective and cognitive goals. An evaluation of four cohorts of children participating in the program from 1968-1971 indicated that the program did indeed seem to work. The children showed significant IQ gains and above norm IQ's by the end of two years. (Author/AM)