DOUBLE TAP TO ZOOM WITH PHONE OR TABLET Acknowledgments As authors, we’ve been so encouraged to see the response to the first edi- tion of this book over the last decade. Educators around the globe have sent us examples of how they have translated the principles we offered into their own early childhood environments. College instructors began to use Designs for Living and Learning as a textbook, and this sparked new think- ing and innovation. We had the good fortune to travel across the United States, Canada, Australia, and New Zealand to visit and, in many cases, revisit a variety of programs and see firsthand how they’ve been diligently working to create spaces for childhood and resist standardization. We ex- tend our heartfelt appreciation to all of you who’ve taken up this challenge. As we began work on this second edition, we put out a call for con- tributions, particularly in the areas we wanted to offer more examples to inspire others. The response to this call was overwhelmingly generous. We heard from scores of early educators, both familiar and unfamiliar to us, and though we weren’t able to use all that was sent to us, we were quite heartened by all the wonderful examples of environments that children are spending their days in. We were pleased, too, with the stories of those who are trying to insert a reflective aspect in their work with rating scales and Quality Rating and Improvement Systems (QRIS). All of the photos in this book were gathered by us or our colleagues in the field, not by professional photographers. Each comes from everyday work of living and learning with children in an early childhood program. Our special appreciation goes out to the following people who signifi- cantly supported our efforts to create this book. The inspiring educators in Aotearoa New Zealand have significantly contributed to our thinking with their exemplary indoor/outdoor environments for their youngest citizens. Year after year they not only warmheartedly welcomed Margie to bring North American educators on study tours of their programs, but graciously allowed us to use photos and stories from their programs. We extend deep appreciation to Chris Bayes, Diocesan School for Girls, Auckland, New Zealand; Lorraine Manuela, Tots Corner, Auckland, New Zealand; Julienne Exton and Brigette Towle, Kids’ Domain Early Learning Centre, Auckland, New Zealand; Therese Visser, Browns Bay Pre-School, Auckland, New Zealand; Karen Liley, Te Puna Kōhungahunga, Auckland, New Zealand; Thelma Chapman and Susan Winiata, Awhi Whanau Early Childhood Centre, Auckland, New Zealand; Jenny Jones and Adrienne COPYRIGHTED MATERIAL   xi