The preschool years are a remarkable period of dramatic growth in the areas of physical, affective, and cognitive development. Physical development is characterized by a slow but steady rate of somatic growth and the mastery of motor skills that facilitate the child's achievement of autonomy and independence. Major themes in affective development include the achievement of autonomy and independence from family, a lessening of attachment to parents and the alleviation of separation anxiety, and the acquisition of impulse control and socialization skills. Cognitive development during the so-called preoperational period is best characterized by the mastery of language. The remarkable developmental gains achieved during this dynamic period culminate in a child who can function independently and competently and begin the major occupation of childhood—attending school. Health maintenance issues during the preschool years directly reflect the child's developmental stage. For example, nutritional issues reflect not only physical growth and motor skills, but also negativism and the child's struggle to achieve autonomy. Similarly, safety and injury prevention relate to the “motor-minded” behavior so characteristic of children at this age, as well as the illogical, egocentric thought that predominates during this period of cognitive development. Examples of other stage-related issues addressed during health maintenance visits include discipline and behavior problems, sleep problems and night awakening, and toilet training. The unique aspects of development during the preschool years also have implications for other components of child health maintenance, including developmental screening, procedures and immunizations, and physical assessment. A number of clinical issues are of special significance during the preschool years. For example, the most common causes of children's short stature, constitutional delay in growth and familial short stature, may result in major parental concerns at this time. Recurrent otitis media is an important problem during this period of language acquisition. Among preschool children with urinary tract infections, the risk of an underlying structural anomaly of the urinary tract and the danger of irreversible renal damage is greater than for older children. Although chronic nonspecific diarrhea of childhood is mainly a problem for infants and toddlers, such diarrhea may persist during the early preschool years. Examples of behavioral and developmental issues of particular significance include language impairment, depression, hyperactivity, and such social stressors as the death of a loved one and parental separation or divorce. The early identification of children who are not ready to begin the formal task of classroom learning has been increasingly emphasized by educators, psychologists, parents, and pediatricians. Reasons for this emphasis on early identification include the critical influence of the early childhood years on later competence, the policy of determining school entry by chronological age rather than developmental status, and legislative factors such as P.L. 94–142. The pediatrician, as the professional concerned with monitoring children's growth and development, is uniquely suited to participate in the identification of children unready for school. Effective participation requires recognition of the various factors influencing school readiness, including general health, developmental competencies, temperament and behavior, and social and environmental issues. Possible pediatric roles include screening children for school readiness and clinical problem-solving when issues or concerns arise.