EDUCATORS MUST ASSUME LEADERSHIP IN THE FIGHT AGAINST CHILD MALTREATMENT BECAUSE OF THEIR PRIMARY RESPONSIBILITY TO FACILITATE THE DEVELOPMENT OF EACH CHILD. FOR PROFESSIONALS DEALING WITH CHILDREN AND CONCERNED CITIZENS, BACKGROUND INFORMATION DISCUSSES CHILD MALTREATMENT LEGISLATION, ESTIMATES OF MALTREATMENT, AND FORMS OF ABUSE INCLUDING PHYSICAL, SEXUAL, AND EMOTIONAL ABUSE AND PHYSICAL, MEDICAL, EMOTIONAL, AND EDUCATIONAL NEGLECT, AS WELL AS ABANDONMENT AND MULTIPLE MALTREATMENT. ALTHOUGH THERE IS NO SCIENTIFIC WAY TO DETERMINE IF CHILD MALTREATMENT IS OCCURRING WITH GREATER FREQUENCY TODAY THAN IN THE PAST, SOCIETAL VIEWS OF MALTREATMENT ARE DISCUSSED IN TERMS OF HISTORY'S RECORD IN INFANTICIDE, PHYSICAL AND EMOTIONAL CRUELTY TO CHILDREN IN VARIOUS CULTURES, SOCIETIES' PERCEPTIONS OF CHILDHOOD, AND CONTEMPORARY ATTITUDES TOWARD CHILDBEARING. MYTHS SURROUNDING THE REASONS FOR PARENTAL ABUSE ARE DISPELLED, WITH EMPHASIS ON THE NEED TO STUDY MALTREATING ADULTS AND THEIR FAMILY UNITS. GENERAL GUIDELINES FOR IDENTIFYING MALTREATED CHILDREN FOCUS ON SUCH CATEGORIES OF BEHAVIOR AS THE AGGRESSIVE CHILD, THE 'SHOW-OFF,' THE DISOBEDIENT CHILD, THE LIAR, THE CHILD NOBODY LIKES, THE ILL-KEMPT CHILD, THE LISTLESS CHILD, THE CARELESS OR ACCIDENT-PRONE CHILD, THE SHY CHILD, AND OTHERS. EFFORTS BY PARENTS, PROTECTIVE SERVICES, THE FEDERAL GOVERNMENT, AND VARIOUS TREATMENT PROGRAMS TO DEAL WITH THE PROBLEM ARE DISCUSSED, CONCENTRATING ON THE ROLE EDUCATORS CAN PLAY THROUGH THE CHILD STUDY TEAM, THE PARENT-TEACHER CONFERENCE, AND OTHER APPROACHES. STRATEGIES AND PRACTICAL CONSIDERATIONS FOR DEVELOPING A COMPREHENSIVE MALTREATMENT PREVENTION PROGRAM ARE MENTIONED, AS WELL AS CRITICISM OF CURRENT PROGRAMS. A LIST OF AGENCIES THAT CAN BE CONTACTED TO AID EDUCATORS ARE INCLUDED. APPENDIXES CONTAIN AN ANNOTATED BIBLIOGRAPHY OF BOOKS, PAMPHLETS, AND FILMS; NAMES AND ADDRESSES OF NEWSLETTERS ON CHILD ABUSE AND NEGLECT; CHILD ABUSE AND NEGLECT GRANTEES; AND HEAD START POLICY. AN INDEX IS ALSO INCLUDED. (WJR)