The first section of this paper characterizes existing longitudinal and experimental research to highlight the current state of knowledge. Two central issues addressed are why prediction is too inaccurate for planning early prevention strategies and the achievements of early preventive interventions. The second section addresses the conceptual limitations of this body of work, which the authors regard as significant. This critique becomes the platform for beginning the analysis of motivation as it relates to early childhood experiences. The third section discusses a decisive shift from a prevention to a promotion mode of thinking. It presents a framework that encompasses principles of developmental neurobiology, social organization, and economic resources. These are the components that require synthesis and coordination to create what the authors propose as more definitive strategies to promote human capability in general and social competence in particular. The last section charts directions for future research. Here the distinction is made between early and late deprivation as representing separate and distinctive causal pathways toward antisocial behavior. 55 references