This study is to review and analysis the four infant and parent education programs considers the similarities and differences in program justification, goals and objectives, content and materials, implementation and the evaluation evidence presented by the program developers. It was selected some concentrates on program such as Shaefer for infant only; Gordon & Levenstein programs focused on both parent & infant, and Nimnicht`s toy lending library focused on the parents. Program similarities that parents are the first and most influential educators of their own children underlines the educational aspects of the program. The prerequisites must be met for any early education program to succeed are consistent home support and stimulation of children by their parents. Active parental involvement - with the ultimate goal of enhancing the family`s ability to respond to its children - is increasingly seen as a given in any intelligent approach to early childhood education. The modifiability of intelligence and the criticalness of the environment and Piaget`s concept of sensory motor development are their similarities also. Four programs give rationales for emphasizing language development. The best teachers of the parent would be women of a similar background as the mother. Non-professional, low-income women usually from the same community as the mothers were intensively trained as parent educators. And the results of intervention were "the earlier the better, the longer the better, and the more consistent the better." Critique issues associated with infant & parent education programs examined also. The issue of intervening in the lives of children in their homes prior to their entrance into private or public early childhood programs has to be addressed with greater insight, clarity and caution.