'PROJECT TODDLER' WAS AIMED AT DISADVANTAGED FAMILIES WHO WERE SUSPICIOUS OF TRADITIONAL TREATMENT SUCH AS FOSTER CARE. THE PROGRAM PROVIDED AN ENRICHMENT PROGRAM FOR THE TARGET TODDLERS, EMPHASIZED MEDICAL AND NUTRITIONAL CARE, AND ATTEMPTED AN EVALUATION BY USE OF A CONTROL GROUP. YOUNG PRESCHOOL TEACHERS WERE USED AS THE PRIMARY THERAPISTS TO PROVIDE AN ENRICHMENT PROGRAM FOR THE TODDLERS AND ALSO TO WORK WITH PARENTS AND SIBLINGS. THE CHILDREN WERE PICKED UP EACH DAY BY THE TEACHERS, WHO GATHERED THREE CHILDREN PER CAR AND DROVE THEM TO THE PROGRAM. IN THE AFTERNOON, THEY WERE DRIVEN HOME AND THE TEACHER SPENT TIME WITH ONE OF HER THREE ASSIGNED FAMILIES. THE PROGRAM WAS GEARED AT FIRST TO THE BASIC NEEDS OF VERY YOUNG CHILDREN. UNLIKE IN A SCHOOL, THE GROUPS OF CHILDREN RESEMBLED FOUR FAMILIES, WITH EACH CHILD RELATING PRIMARILY TO THE TEACHER AND VERY LITTLE TO PEERS. TWENTY-FOUR CHILDREN AND THEIR FAMILIES WERE TESTED, WITH TWELVE IN THE EXPERIMENTAL GROUP; THE OTHER TWELVE FAMILIES WERE REFERRED TO COMMUNITY SERVICES. AS THE CHILDREN CHANGED OVER THE 2-YEAR DEMONSTRATION PERIOD, THE ENRICHMENT PROGRAM BECAME SIMILAR TO A REGULAR PRESCHOOL PROGRAM. IT WAS FOUND THAT MOST CHILDREN SHOWED IMPROVEMENT IN COGNITIVE, EMOTIONAL, AND SOCIAL AREAS AFTER 3 MONTHS. EVALUATION OF THE CHILDREN SHOWED THAT THOSE WHO REMAINED IN THE PROGRAM MORE THAN 1 YEAR SHOWED A MEAN INTELLIGENCE QUOTIENT INCREASE OF 14, COMPARED TO A MEAN GAIN OF 2 FOR THOSE WHO REMAINED LESS THAN 1 YEAR AND FOR THE CONTROL CHILDREN. IN 55 PERCENT OF THE '1 YEAR PLUS' FAMILIES, A PARENT HAD MOVED FROM SOCIAL ASSISTANCE, USUALLY VIA EDUCATIONAL UPGRADING, TO PERMANENT EMPLOYMENT, COMPARED TO 11 TO 22 PERCENT IN THE OTHER TWO GROUPS. REFERENCES ARE PROVIDED. (VDA)