Based on the belief that structured preschool activities aid in the development of disadvantaged children, this study attempted (1) to evolve a tutorial program to accelerate spontaneous development in disadvantaged children and prevent cognitive and language deficits, and (2) to assess growth of the infant's cognitive and language development after 1 year of individual tutoring. Ten children (male and female, Negro and Caucasian, 8 to 24 months old) received intellectual stimulation for 1 hour a day, 5 days a week, for 1 year. A matched control group received no stimulation. Pretests and posttests were administered. The training program emphasized language development, symbolic representation, and concept formation. The results showed that sample values of the experimental group were superior to those of the control group in 25 of 26 variables tested, eight being significant at the .05 level. IQ scores of the experimental group were greater than those of the control group, and the difference was significant at the .05 level. Sample values of the experimental group exceeded those of the control group on 14 of 15 language subtests, two being significant at the .05 level. On tests administered to assess conceptual development, the experimental group was consistently superior to the control group. Followup studies should be done to determine long term effectiveness of the program. References and tabulated data are included. (JS)