CHILDREN WHO LIVE IN SOCIAL, ECONOMIC, OR EDUCATIONAL IMPOVERISHMENT ARE HINDERED IN THEIR ABILITY TO DEVELOP PROPERLY. ONE APPROACH, TO CORRECT DISABILITIES AND FACILITATE INTELLECTUAL GROWTH, IS TO START INSTRUCTION AT AN EARLIER AGE THAN THAT OF KINDERGARTEN. IN THE PRESCHOOL CLASSES, THE CHILDREN WOULD RECEIVE CULTURAL ENRICHMENT AND SOCIAL AND INTELLECTUAL EXPERIENCES THAT ARE PREREQUISITE FOR THE KINDERGARTEN PROGRAM. ANOTHER WAY TO COMBAT DEPRIVATION IS FOR THE SCHOOL TO DEVELOP CURRICULA CONSISTENT WITH THE CHILDREN'S ENVIRONMENTAL EXPERIENCES. THE ROUTINE AND STRUCTURAL ACTIVITY LACKING IN THE HOME SHOULD BE FOUND IN THE SCHOOL. THIS CURRICULA SHOULD BEGIN IN THE PRESCHOOL YEARS AND CONTINUE THROUGH THE REGULAR SCHOOL YEARS. ALSO, GUIDANCE PROGRAMS SHOULD BE DEVELOPED TO PROTECT THE CHILDREN FROM STRESS, TO CREATE A SUPPORTIVE ENVIRONMENT, AND TO RESOLVE EMOTIONAL CONFLICTS.