The evolution of the curriculum in the Macomb (Illinois) 0-3 Regional Project for rural handicapped and high risk infants and toddlers is described. Assumptions about the child, interaction among child and project adults, and about the conditions necessary for learning are examined. The core curriculum is said to have been developed from biyearly goals so that existing curriculum activities could be cross referenced with evaluation tools used by the project. The numbering system is explained, and a list of visual, auditory, sensory, gross motor, fine motor, cognitive, language, self help, and social behaviors in the core curriculum is appended. (CL)