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This special newsletter issue was based on a July 1994 forum for educators and trainers of infant/family practitioners. Papers in the first section present emerging conceptual frameworks and the process of helping trainees to use these frameworks. Included are the following papers: "Head Start: The Emotional Foundations of School Readiness as Challenge, Lens and Language for Training" (Abbey Griffin); "Diagnostic Thinking about Mental Health and Developmental Disorders in Infancy and Early Childhood: A Core Skill for Infant/Family Professionals" (Robert J. Harmon); and "Mediated Learning, Developmental Level, and Individual Differences: Guides for Observation and Intervention" (Pnina S. Klein and Serena Wieder). The essays in the second section focus on the centrality of relationships to early development and the need for constant interweaving of content and process in training. Included are: "On Supervision" (Jeree H. Pawl); "Teaching Family-Centered Skills through the Case Method of Instruction" (P. J. McWilliam); and "Parallel Processes" (Karen C. Mikus et al.). The third section addresses directly the role of the trainer in the following papers: "Reflecting on the Art of Teaching" (G. Gordon Williamson); "Using Relationship To Teach Relationship: The Risky Business of Role Playing" (Rebecca Shahmoon Shanok et al.); "New Roles for Parents" (Evelyn Hausselin); and "Learning Together: A Parent's Perspective" (Pat Hughson). The final section presents an annotated listing of 15 curricula for infant/family training and 52 videotapes for training. (Most papers contain references.) (DB)