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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET physical environment. You will find an overview of considerations for the social-emotional environment you create to support children’s ability to work collaboratively and develop a focus and intention in their use of the environment. There are ideas about organizing time and routines, help- ing children discover and use materials, providing meaningful jobs, and choosing different teacher roles for yourself. In this second edition, we include a new chapter 9 with ideas on the process of transforming your environment, offering a protocol with exam- ples of what some programs have done. Chapter 10 provides thoughts for overcoming barriers you may face, interlaced with specific stories about successful negotiations among teachers, directors, licensors, and quality rating monitors. These should refresh your determination to push for the transformations you want to make. Chapter 11 concludes the book, but it could potentially have been the starting place. It challenges us to increas- ingly consider children’s rights, and—specific to their environments—to find ways of seeking and using their ideas for planning, assessing, and changing. This is the ultimate way we can show them respect and give them power as citizens. In the afterword, we offer a final idea about using Designs for Living and Learning with children themselves. In the appendixes on the final pages, you will find assessment and reflective tools we’ve mentioned in the text to prompt more consideration of your environment. These are offered in Spanish and English with the hope that they will be more widely used. As you move through Designs for Living and Learning, remember that it is in no way intended to be comprehensive or fully inclusive of all the considerations for creating early care and learning environments. Rather, our intent is to give you a set of values and elements to consider and a taste of how these have been translated into various settings. The examples here are from programs of many sizes and configurations, some fairly well resourced, but the majority operating with very limited budgets. Our guess is that you are looking for ideas to further your own journey of living and learning with children. Our hope is that these pages will provide you with plenty to consider and the inspiration to make your own transformations. COPYRIGHTED MATERIAL Introduc tion   ]   15