Rules and Regulations Along with Quality

I guess the opposite of this title would be “No rules and no regulations along with no quality”. No rules would bring a since of autarchy. Now some people who are morally ethical, would, regardless of rules and regulations, research the best methods, the most reasonably means and implement them into their schools, thus creating quality childcare. Other’s given the same criteria, no rules and regulations, would find the best way to make money, cutting corners and maybe relinquishing the quest for quality.
I think that having regulations and rules in a school helps bring clarity to everyone involved; director, teacher, aides, support help, parents and students.
For instants, there have been times when parents want us to keep a child with fever (over 101) in our school. Our school does not have a room or place to house a sick child so we have established, in place, a rule, that states, “All children with fever must go home during the duration of their sickness”. Having this in our handbook and continually enforcing it has kept many other children under our care from becoming sick. If we allowed a case by case interpretation to the rule, we would have people arguing that their child really wasn’t sick they just run fevers or complaining that in a previous “fever” the child was allowed to stay. That would be confusing.
A wise, elderly man once told my husband and me, “people feel safe with strong leadership and established rules”. I think I agree with him. The children and staff of a school need to feel safe. Rules, regulation and expectations need to be clear and enforced/maintained. I think the easiest way for this to happen is have everyone one, director, teacher, parents, child understanding and agreeable to the rule prior to it ever having to be practiced. Collaborating, page. 102-103 Chapter 5 of “Planning and Administrating Early Childhood Programs” Decker, Decker, Freeman and Knopf; gives four levels of decision making; unilateral, consultative, collaborative and delegative. No matter which level is being used it’s important that everyone understands the content and outcomes and is willing to work with them.
Chapter 5 of “Planning and Administrating Early Childhood Programs” Decker, Decker, Freeman and Knopf; clearly defines job descriptions, managements, leadership, qualifications creating and communication and more. I enjoyed reading this chapter. It clarified the importance of management and organization in our schools, no matter how small or large.
We need to keep collaborating and enriching the quality of our programs regardless if people do not jump on the band wagon the first time round. Exchange Everyday, September 29, says, "In my experience, people don't 'get' the important messages leaders try to send the first time around," writes Rosabeth Moss Kanter in Harvard Business Review On Point (Fall 2009; www.hbr.org).