| Abstract: | This article discusses a partnership between Erikson Institute and four Chicago public schools. The purpose of the partnership was to enhance the power and effectiveness of urban education serving low income children, prekindergarten through third grade, by creating classrooms that reflect the principles of developmentally appropriate practice (Bredelcamp, 1987). The article tells the story of the partnership by detailing the initial assumptions, the state of the schools, and the process of collaboration including site visits for teachers, classroom consultation, workshops, and videotaping. It lists the difficulties field associates encountered during the project and offers suggestions for others attempting such work. |
