The educational component of the Values-for-Life curriculum is designed to help teachers implement instructional routines that enhance the love and respect, learning orientation, self-confidence, self-persistence, self-esteem, and self-reliance of infants, toddlers, preschoolers, and Head Start children. In this report, the development of instructional curriculum is reviewed and methods to evaluate its impact in seven centers are described. In these centers serving inner-city and semirural communities, results indicated that the curriculum was relatively successful in affecting all child outcomes except self-persistence even when different design strategies, demographically diverse samples, varying child ages, contrasting conditions of racial balance, and different measures, raters, settings, and lengths of intervention were used. Implicationsfor theory, research, practice, and policy are examined.
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