This paper contains four articles that describe the philosophy and outcomes of the Child Development Project (CDP), developed by the Developmental Studies Center in Oakland, California. The first article--"Giving Content to Restructuring: A Social, Ethical, and Intellectual Agenda for Elementary Education," by Marilyn Watson--describes the CDP and its basis in theory and research. The project attempts to make the moral and ethical dimensions of school life as conscious, central, and pervasive as the intellectual dimensions. The article summarizes its three basic assumptions and four principles. In the second article, "Toward a Caring Community of Learning for Teachers: Staff Development to Support the Child Development Project," Stefan Dasho and Sylvia Kendzior explore the design factors of the CDP. Specifically, they outline the components of staff-development workshops--onsite assistance, collaborative study and support, teaching materials, and individual commitment to learning. The third article, "Journeys of Change: Educators' Experiences with the Child Development Project," by Catherine Lewis and Carole Lewis, describes teachers' experiences of CDP. One teacher's account of change is presented. In the closing article, "Linking Teacher Change to Student Change," Victor Battistich and Daniel Solomon present tentative findings of a study that compared 12 program and 12 nonprogram schools. Findings suggest that participation in CDP improved students' liking for their schools and classes and resulted in increased academic engagement, positive interpersonal behaviors, and greater learning motivation. References accompany each article. Six figures and three tables are included. (LMI)