Essential considerations about non-standard usage and developmental-educational needs of disadvantaged children between the ages of three and five years are discussed along with the ideal roles of teacher, paraprofessional, and parent in developing language programs. Means for designing and outlining a language development program for teaching standardized English usage are described. Practical teaching techniques are discussed and a series of games, exercises, and puppet plays are included which are designed to elicit standard usage forms from the children. Generalizations about a successful language program include: (1) avoidance of focusing on grammatical structure, since this impedes fluency; (2) incorporating child development theory and broader educational-social needs of children into the program; (3) programing children for continued successful experiences; (4) capitalization upon significant repetition, and avoidance of introducing too many new elements at one time; and, (5) leeway for pupil developmental needs and teacher ability. (KG)