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Several curricula for early childhood education rely heavily upon Piagetian theory, based on the reasoning that children who have acquired operational structures of thought one or two years earlier than their peers are differently oriented to instruction than their more recently conserving peers.. This paper emphasizes that there is no evidence that specific instruction for operational concepts can close the achievement gap that has been shown to exist between early and late conservers. Easults.of research with kindergarten children followed through third grade indicated that direct instruction in conservation does not bridge the gap in achievement between early and late achievers. A discussion of implications of Piagetls theory for education is also presented. The author urges educators to come to grips with the goals and purposes of education before trying some of the many "innovations ". (SET) El ft 11 ". 'PENT OP NEALTII, 1 1 NATIONAL INSTITUTE OP iducraford a