Developmental disparity exists between infants and toddlers raised in poverty and their peers growing up in more affluent families. Two areas of development critical for later success that have shown wide socioeconomic disparity are early communication and self-regulation skills. Currently, programs serving poor infants and toddlers typically focus on the overall level of child care quality with less attention paid to the effectiveness of specific activities taking place in the classroom. This study aims to address this situation by developing and evaluating a set of activities for early childhood educators to use to promote the early communication and self-regulation skills of poor infants and toddlers in center-based care settings. By promoting the early communication and self-regulation skills of poor infants and toddlers, child care programs will help young children develop the skills they need to take advantage of later learning environments, thus reducing developmental disparities.