The Title I Early Childhood Component of Boston's Elementary Enrichment Program (1977-78) was intended to provide children (including the hearing impaired) with enriched educational experiences that would contribute to socialization skills and general readiness for school and later life experiences. The Component was also intended to provide individualized attention to children who needed special assistance in increasing their emotional, physical, social, and intellectual growth. Title I teacher aides, using Title I materials, worked under the direction of regular teachers to individualize instruction and provide small group activities for program pupils. The ability of teachers and aides to coordinate their efforts, the integration of program pupils with mainstream students, and the aides' ability to adapt performance objectives to serve as individualized guidelines all contributed to the achievement of program goals. A workshop for aides was a valuable resource in helping them develop instructional materials and techniques to increase classroom effectiveness. Weakness were that (1) testing took too much time away from instruction; (2) a lack of clarity in certain performance objectives led to improvised measurement methods; and (3) occasional confusion over role definitions hindered the most effective use of aides. Problems included transportation difficulties, shortage and/or delayed arrival of materials, nondurable materials, a few inadequate facilities, and large class size. (CMG)