This speech articulates one practitioner's assumptions and recommendations concerning desirable preschool education practices and learning environments. It is suggested that reliance on experts such as child development specialists and curriculum planners may limit teachers' access to students as ideosyncratic individuals. Teachers might do better to take the opportunity to build learning activities and provide preschool experiences that are based on personal observation of the interests and abilities of children. It is recommended that, in order to learn about individual children, teachers should provide (1) time to "hang out" with children, (2) a wide range of activities so that children's interests and abilities become apparent, and (3) free choice periods. By supporting each child's explorations, encouraging in-depth involvement in their investigations, and meeting their needs for learning materials and resources, teachers can discard formal curriculums and build an emergent curriculum that is based on familiarity with and observation of each child. There are several ways to provide time for observation by teachers: altering staffing patterns, reorganizing school space, introducing large group play units, and modifying rigid time schedules. An observation-based emergent curriculum can make preschool a place where children become motivated to be learners and teachers are motivated to teach. (Author/RH)