To view this page ensure that Adobe Flash Player version 11.1.0 or greater is installed.
DOUBLE TAP TO ZOOM WITH PHONE OR TABLET Face Barriers and Negotiate Quality Standards Some educators and administrators turn away from the ideas promoted in this book because they see more barriers than opportunities. With limited budgets, scores on assessments tied to funding, and periodic objections from regulators who think about risk as a danger rather than a benefit to children, it’s tempting to forgo any attempt to be innovative and just con- form to the standard way of doing things. We find that administrators and regulators alike sometimes feel disempowered. It’s helpful for them to hear the voices of those who are negotiating a bigger vision and offering leader- ship to consider other possibilities. Seek out people who are forging ahead, find ways to reflect on the intent of regulations and assessment tools, and go beyond compliance as a definition of providing quality. When this center initially built a loft to enhance the space in the classroom, licensors objected to the loft’s height, the wide spacing of the railing dowels, and the easy access to the ceiling tiles it gave children. Through a negotiation process of augmenting the railing design; adding fabric to the ceiling; repurposing the space as a quiet, alone area; and documenting children’s careful use of the loft, it has been allowed in the classroom. Each child who climbs the loft not only enjoys looking down on the room from on high, but also looking into the adjacent room through the window that was thoughtfully installed as part of the design so the children could feel connected to the classroom next door. Southwest Early Learning Center, Sound Child Care Solutions, Seattle, WA L ay a Foundation for Liv ing and L ear ning COPYRIGHTED MATERIAL ] 31