THE OBJECTIVE FOR THIS STUDY WAS TO FOSTER PREKINDERGARTEN CHILDREN'S DEVELOPMENT THROUGH A PERSONALIZED PROGRAM BASED ON ASSESSMENTS OF EACH CHILD'S DEVELOPMENTAL SKILLS, USING NEW TESTS AND INSTRUCTIONAL MATERIALS ADAPTED TO INDIVIDUAL NEEDS. OF FOUR EXPERIMENTAL CLASSES, THREE FOCUSED ON AN AREA OF WEAKNESS (MOTOR, AUDITORY-LANGUAGE, OR VISUAL,) FOR 20 MINUTES DAILY, WITHIN A FRAMEWORK OF A NURSERY SCHOOL PROGRAM. CHILDREN WITH NO WEAKNESS IN THESE AREAS WERE PLACED IN THE FOURTH GROUP WHICH FOCUSED ON COGNITIVE SKILL DEVELOPMENT. PRE-TEST AND POST-TEST DATA AND GROWTH DIFFERENCES WERE ANALYZED FOR THE SIGNIFICANCE OF DIFFERENCES AMONG THE FOUR EXPERIMENTAL CLASSES, THE COMBINED EXPERIMENTAL GROUPS, AND CONTROL GROUPS WITH AND CONTROL GROUPS WITHOUT NURSERY SCHOOL EXPERIENCE. THE DATA WERE ANALYZED SEPARATELY FOR GIRLS AND BOYS. SIGNIFICANT GAINS RESULTED FROM PROGRAMS GIVEN TO HELP OVERCOME WEAKNESSES IN THE EXPERIMENTAL CHILDREN. THE EXPERIMENTAL GROUP GREW SIGNIFICANTLY IN MORE SKILLS DEVELOPMENT AREAS THAN DID THE CONTROL GROUP. THEY ALSO GREW SIGNIFICANTLY IN SKILL AREAS NOT SPECIFICALLY PROGRAMMED. THE CONTROL CHILDREN WITH PREVIOUS NURSERY SCHOOL EXPERIENCE GAINED IN MORE SKILLS DEVELOPMENT AREAS THAN THOSE CHILDREN WITHOUT SCHOOL EXPERIENCE. IN GENERAL, GIRLS SEEMED TO BENEFIT MORE THAN BOYS FROM NURSERY SCHOOL EXPERIENCE. (LG)