CLASSROOM OBSERVATIONS OF 38 HEADSTART TEACHERS, TAKEN ON FOUR OCCASIONS BY FOUR DIFFERENT OBSERVERS, WERE SCORED FOR SUCH CONTENT CHARACTERISTICS AS (1) AMOUNT AND KIND OF COMMUNICATION WITH THE CHILDREN, (2) STRESS ON OBEDIENCE OR INTELLECTUAL VALUES, AND (3) PHYSICAL-MOTOR SKILLS. THESE SCORES WERE COMPARED WITH THE CHILDREN'S INTELLECTUAL GROWTH DURING THE 6-WEEK PROGRAM AS MEASURED BY THE PEABODY PICTURE VOCABULARY TEST. CHILDREN WERE FOUND TO RESPOND POSITIVELY TO TEACHERS WHO CONCENTRATED ON INTELLECTUAL ACTIVITIES, BUT SHOWED LITTLE VERBAL GROWTH IN CLASSROOMS WHERE TEACHERS STRESSED "MATERIALS AND PROPERTY." WHEN THERE WERE MANY TEACHER COMMUNICATIONS, IQ INCREASED, ALTHOUGH THOSE COMMUNICATIONS THAT WERE CORRECTIONS AND OBEDIENCE DIRECTIVES PRODUCED A SMALLER INCREASE. TEACHERS WHO WERE SCORED AS "WARM, ACTIVE, VARIED, AND FLEXIBLE" ALSO CONTRIBUTED TO IQ DEVELOPMENT. THE RESULTS SUGGEST THAT WHEN CHILDREN ARE REWARDED BY A WARM TEACHER RESPONSE THEY ADOPT THE TEACHER'S VALUES. (NC)