7.1 General Information
7.1.1 Entry and Circulation
7.1.2 Staff Areas
7.1.3 Classrooms
7.1.4 Common Areas
7.1.5 Service Areas
7.1.6 Entrance and Circulation
7.1.7 Exterior Transition Spaces
7.1.8 Vestibule
7.1.9 Reception
7.1.10 Main Circulation
7.1.11 Staff Spaces
7.1.12 Director’s Office
7.1.13 Parent/Teacher Conference Room
7.1.14 Staff Lounge
7.1.15 Staff Lavatory
7.1.16 Central Resource Storage
7.2 General Concepts for Classroom Design
7.2.1 Classroom Areas
7.2.2 Classroom Location
7.2.3 Classroom Size
7.2.4 Separation of Spaces
7.3 Scale
Table 7.3 - Physical Dimensions of Children
7.4 Architectural Form
7.5 Classroom Component Areas
7.5.1 Classroom Entrances
7.5.2 Cubby Storage Area
7.5.3 Infant and Young Toddler Cubbies
7.5.4 Older Toddler and Head Start Children’s Cubbies
7.5.5 Open Activity Area
7.5.6 Activity Area for Infants
7.5.7 Activity Area for Toddlers
7.5.8 Activity Area for Head Start Children
7.6 Lofts and Platforms
7.6.1 Infant Lofts and Platforms
7.6.2 Toddler and Preschool Children’s Lofts and Platforms
7.7 Other Areas
7.7.1 Art Sinks
7.7.2 Toilets and Sinks
7.7.3 Diapering Station and Storage Areas
7.7.4 Sleeping and Napping Areas
7.7.5 Nursing and Lactation Areas
7.7.6 Food Preparation
7.7.7 Eating/Table Area
7.7.8 Child-Accessible Display
7.7.9 Classroom and Teacher Storage
7.7.10 Teacher Storage
7.7.11 Multi-Purpose and Motor Activity Spaces
7.7.12 Sick Bay
7.7.13 Service Spaces
7.7.14 Kitchen
7.7.15 Laundry
7.7.16 Janitor’s Closet
7.7.17 Service Entrance
7.8 Mechanical/Electrical Telephone Equipment
7.9 Design Features to Avoid
This chapter provides concepts and criteria for the design of the interior spaces of a Head Start center. Area categories include entry and circulation areas, staff rooms, classrooms, common areas, and service areas.
7.1 General Information
Spaces within the center can be separated into three major types: 1) the
classroom and common use areas for children; 2) the staff areas for teachers and
administrators; and 3) the service areas for servicing the center. The entries
to the center and main circulation pathways unify these areas. Descriptions for
each space type are as follows. See Chapter 9 for finish recommendations.
7.1.1 Entry and Circulation
The entry includes the transition space, vestibule, and reception area where
parents, teachers, children, and visitors enter the facility. The main
circulation provides pathways between discreet functional spaces.
7.1.2 Staff Areas
Staff areas include the director’s office, assistant or secretary’s work space,
staff lounge and work area, staff toilet, parent/teacher conference area, and
central resource storage.
7.1.3 Classrooms
Classrooms for infants, toddlers, and Head Start children are specific to the
group using the space. Best practice indicates that these classrooms must have a
variety of spaces to support the children’s care and developmentally appropriate
activities. Architecturally defined spaces within classrooms include the
entrance, cubby storage, classroom and teacher storage, diapering station and
storage, toileting and hand washing, sleeping, nursing, and food preparation.
The classroom should have an art sink, raised areas, and loft areas (though
these level changes need not be built in), and open, architecturally
unrestricted areas.
7.1.4 Common Areas
The center may have additional space in a centrally located area for use by
children, teachers, and parents. A beneficial by-product of a Head Start center
is a stronger sense of community among those using the center.
The center may include a multiple-purpose space. The multiple-purpose space may be used as a meeting area and as a large-motor-activity area. Best practice indicates that if no adequate outdoor play yard space is available or climate is not conducive to outdoor play during significant portions of the year, an indoor large-motor-activity area should be provided. If either portable or permanent lofts are to be located in this room, appropriate protective surfacing should be provided for the highest unprotected deck. (Ref: ASTM-F1292-99)
Unless local licensing requires a separate sick bay, the area should be near the center director’s office. A sick child must wait here until he is picked up by his parent. (See Chapter 10 for ventilation requirements.)
7.1.5 Service Areas
The center requires space for services including food, laundry, janitorial, and
service dock/entrance.
7.1.6 Entrance and Circulation
These spaces should provide a safe and convenient arrival and departure site.
The main entry is vital to creating a friendly impression for children and a
non-threatening transition from parents’ care to staff care.
Certain features help promote a successful transition:
- An entrance door glazed with safety glass
provides full visibility for children and adults.
- Entryway visibility of classrooms and
interesting displays for children can help to ensure a smooth
transition at arrival time.
- A reception desk that allows children to
see the adult staffing reception, if one is required. (Typically
centers with a population of 74 or more might have a reception
desk to monitor access to the center.) The reception desk should
be simple not a high counter. Note that the need for a reception
desk should be discussed during design development because this
feature is often underutilized in existing centers.
- The main entrance should be in close proximity to an adult lavatory for use by parents and staff.
Other points of entry for the facility include service entry access to the play yards and the classrooms. The main entry should include an exterior transition area, or a covered bench for good-byes, shoe-tying and other child/parent interactions. Ideally, the entry that conforms to ADA dimension requirements would include a vestibule for energy conservation and a reception area. Secondary entries should have transition areas but do not require thermal vestibules. Depending on the climate, porches or mudrooms can serve this purpose. In spaces that are difficult to monitor, fire egress doors should be alarmed.
7.1.7 Exterior Transition Spaces
Rough textured ground surfaces combined with landscaping that keeps soil and
foliage away from the entry path are appropriate in these areas, Ground
materials and landscaping leading to the building entry should be designed to
minimize the potential for tracking soil and water into the building.
All exterior entries used by children should have transition spaces with a bench and a covered area of at least 22.5 square feet. The covered area may be a roof, canopy, or trellis. Transition spaces are important in creating a comfortable environment and integrating the exterior and the interior. These spaces allow children to adjust to the changes between interior and exterior light levels and temperatures. A transition space also may serve as a mud room or may provide an area for children in the outdoor environment.
Elements extending from the building, such as porches, verandas, canopies, or arcades, can create successful transition spaces and in warm climates can be used as program areas.
7.1.8 Vestibule
Provide views of the short-term-parking area from the entry vestibule and design
the windows with low sills so that children can look through the windows.
Vestibules should consist of two sets of doors to provide energy conservation.
The doors must be arranged to permit use by those in wheelchairs. There should
be a flush-mounted walk-off mat to prevent tracking of water and soil into the
center. The entrance may need security devices. This equipment should be
non-intrusive and have a non-threatening appearance. Refer to Chapter 10 for
more information on technical requirements. In areas with snow and ice, a roof
overhang or canopy should be installed to ensure that the exit is readily
accessible at all times.
7.1.9 Reception
A reception area should be located immediately inside the entry. It should be
warm, bright, and welcoming. The reception area connects the entrance to the
main circulation pathways of the center. Parents escort children to the
classroom from this location.
A small reception table at desk height may be provided in large centers. It can serve as a sign-in facility or a spot for parent/teacher mailboxes. A counter, which is typically simpler and less expensive than a reception desk, may serve these functions. Achild should be able to see the adult behind the desk. Furnishings in the reception area may include a sofa, chair, end table, and coffee table.
The design team should select durable finishes (Chapter 9) that have an informal, comfortable appearance and should establish a warm, inviting feeling through use of color, soft seating, plants, and artwork. Recommended finishes include a carpeted floor and a washable durable wall finish. Cut-pile carpet has proven less durable than looped pile. Oriental-style patterned rugs may be associated with a home environment. All rugs in the center should have non-slip backing.
7.1.10 Main Circulation
A center includes two types of circulation paths: the main circulation connecting
the various classrooms and major spaces of the center path, and the internal
circulation patterns within those spaces. Circulation within classrooms will be
discussed in the classroom section of this chapter.
The main circulation path serves as a community space as well as a pathway. The circulation space should not be utilitarian in character. Instead, it should be a street or a gallery with stopping and queuing areas along the way. There should be an opportunity for important social interaction along the circulation path. It is a space to meet other children and parents, a vantage point to see into classrooms, and an exhibition space for children’s art.
The designer should strive to limit the floor space devoted to pure building circulation. There should be at least one accessible drinking fountain in the corridor. It is advisable to avoid the institutional appearance that is created by long, undeviating, double-loaded corridors with doors to rooms on both sides.
When it is not feasible to vary the layout of the circulation corridor, consider adopting the following design strategies to deemphasize the impression long corridors make:
- Lighting: The designer can introduce
artificial lighting. Instead of the dead-center placement of
fluorescent lights in corridor ceilings, add strategically placed
wall washing lights or natural light through skylights. Putting a
window, glazed door, or skylight at the end of a corridor is
advisable.
- Floor Pattern: Using patterns can create
a strong sense of place for children and when skillfully used will
diminish the impression of long, double-loaded corridors. Large
pattern repeats are often effective for de-emphasizing the tunnel
appearance of double-loaded corridors. Patterns that are not
symmetrically arranged or that emphasize functional areas, such as
entrances to classrooms, are an effective means to achieve the
same end.
- Color: The designer should use color to visually alter the dimensions of otherwise institutional looking double-loaded corridors. Care should be taken in choosing the colors. Some think that bright colors may over-stimulate a child. However, since some cultures and communities use colors as a means of identity, color is an important local decision. Children gain a sense of orientation when they can see the entrance to their classroom and recognize landmarks, such as displays, common areas, and other design features. Teachers and children require clear views between the classroom and circulation areas at their viewing levels.
The main circulation path should be designed to serve as a primary means of regular and emergency egress. Through judicious arrangement, the designer should strive to reduce the area devoted to purely utilitarian circulation. No more than 30 percent (some design suggests no more than 20 to 25 percent) of the Occupiable Floor Area (OFA) within a facility should be used for primary circulation and service areas, unless the center location is irregular. The Occupiable Floor Area (OFA) allowance includes circulation within the classroom.
Outside corners in the circulation pathways should be eliminated as much as possible. Angled or curved corners can facilitate cart and stroller traffic and may decrease the possibility of injury.
Recommended finishes for major circulation paths include impervious surfaces at the floor and at wainscot height, paint above wainscot height, and safety glass in windows along the corridor.
7.1.11 Staff Spaces
Staff areas usually include the following spaces:
- Director’s office
- Assistant’s or secretary’s work space
- Parent/teacher conference area
- Area for family workers and health staff
to work and interact with parents.
- Staff lounge and work area
- Staff toilet
- Central resource storage
Spaces used by the staff, particularly teachers, should be easily accessible from the main circulation area.
7.1.12 Director’s Office
The director will normally perform deskwork and interviews in his/her office.
The director may use this space to meet with parents, staff members, children,
or other visitors and to conduct parent interviews. Larger centers may have an
assistant or secretary who works closely with and shares duties with the
director. Space for this staff member should be located near the director’s
office.
Place this office in a quiet space, next to the reception area and accessible to visitors. To supervise properly, the director’s office must have excellent views of the main entry, the reception area, and as many classrooms as possible.
The director’s office should be comfortable with a carpeted floor and washable wall surfaces. There should be adequate lighting with task lighting components and acoustical separation of at least 45 STC from the children’s active areas.
Furnishings probably would include a desk and chair, two guest chairs, filing cabinets, a coat rack, shelving for books and resources, and lockable storage cabinets or a closet for personal belongings and first aid items. The director’s office requires a telephone and may have security video monitors. There should be adequate power supply to accommodate a personal computer, printer, and a fax machine. A copier and video equipment also may be stored here.
7.1.13 Parent/Teacher Conference Room
Parent/teacher conferences and meetings between staff members normally require
space. This space should be located in a private area, adjacent either to the
director’s office or the staff lounge. It should have data connect cables and
jacks.
The conference space should be comfortable, pleasant, and quiet. Furnishings should include a conference table and seating for a suggested minimum of six, shelving for books, and a notice/bulletin board. Lighting should be dimmable so that video tapes may be viewed.
7.1.14 Staff Lounge
The staff may use this space as both a retreat and a workroom. They may relax
and eat here, plan curricula, and prepare classroom materials. The lounge may
contain a cot or sofa and should be located near the adult lavatory and central
resource storage area. This space requires visual and acoustical separation from
children’s areas but should be easily accessible to the staff.
The lounge should be comfortable, pleasant, and soothing. It should contain a counter with a microwave, a sink, an under-counter refrigerator, and cabinets. The flooring at the counter area should be impervious. All base cabinets should have childproof hardware. Recommended furnishings include a table with four chairs, a small sofa, and storage cabinets, some of which lock.
The workroom should have adequate space and power connections for telephone, computer, video equipment, and laminating and copy machines (unless they are in the director’s office). The machines should be isolated in an alcove for better control of noise. There also should be space on the counter for a butcher paper holder and an art waxer (a piece of equipment that allows children’s art to be hung without tape or pins).
7.1.15 Staff Lavatory
A center must provide at least one adult lavatory, although two, at either end
of the center are recommended. Two adult lavatories improve the center’s
functioning because this enables teachers to be out of classrooms for shorter
periods.
Adult lavatories in the center must meet all UFAS and ADA code requirements. Lavatories should be accessible from the reception area and staff lounge. Recommended finishes include impervious flooring such as linoleum and painted walls above an impervious wainscot. One adult lavatory should be located in or near the infant and young toddler classroom areas. Electronic faucets are advisable in adult lavatories.
7.1.16 Central Resource Storage
The director and teachers may use a centrally located resource room for bulk
storage of curricula materials and supplies and for storage of resource tapes,
books, and audio/video equipment. The central resource storage is not a
substitute for small-scale storage within the classroom. This storage is
typically wall-mounted cabinets in the classrooms. The base of these securely
anchored cabinets must be no lower than 4.5 feet above the finished floor
below.
The storage room should have open shelving, lockable, closed-door storage, and filing cabinets. If space permits, a work counter and a counterheight stool may be provided.
7.2 General Concepts for Classroom Design
Children spend most of their day in the classroom. Classrooms afford facilities
for care and opportunities for developmentally appropriate activities. Parents
typically drop off and pick up children in the classroom, and adults may visit
during the day or help as classroom volunteers.
7.2.1 Classroom Areas
The classroom design includes functional areas defined by
furniture
arrangements and constructed elements that vary depending on the age of the children in the class. To maximize the space devoted to these important functions, the circulation between entrance and exits should be as direct as possible. It is appropriate to position tables and work surfaces adjacent to circulation areas, while retaining corners and floor areas for more protected and nurturing activities.
Ideally, classroom areas should be designed or
arranged to fit four or five children and one adult. There also
should be a group gathering area. Areas located in alcoves can allow
children to be by themselves or in small groups. Classrooms should
be equipped with convenient bins for recycling waste paper and other
items.
Major
classroom elements, such as plumbing connections, risers or case
goods secured in place for safety reasons will remain fixed.
Children and their teachers may modify the remaining space to create
areas for their activities. The classrooms should provide
flexibility for these activities.
Manufactured cubbies anchored to full
partitions have been found to be more cost-effective than built-in
types. The designer should ensure that the classroom space can
accommodate the manufactured cubbies. It is wise to prevent an
excess of children’s personal items in and around cubbies that would
affect the order and function of the classroom. The cubbies could be
arranged to form a cloakroom, an entrance alcove, or a transition
area with openings facing away from the main classroom.
Children should have
opportunities for diverse activities in the classroom. Lofts offer
an opportunity for exploration; however, built-in lofts are not
recommended. Low shelves and partitions should be secured to prevent
tipping if they are used to separate use areas.
A well-equipped
classroom for particular age groups should have the following
areas:
Infant Classroom
- Entrance
- Cubby storage
- Classroom and teacher storage
- Adult lavatory within the classroom
(preferable) but no more than 33 feet from the infant classroom
entry
- Diapering station and storage
- Sleeping/crib area
- Nursing area
- Eating/table area
- Food preparation area
- Open activity and crawling area for play
and development
Young Toddler Classroom
- Entrance
- Cubby storage
- Classroom and teacher storage
- Adult lavatory within 10 meters of entry
- Diapering station and storage
- Children’s toilets and sinks
- Eating/table area
- Food preparation area
- Open activity area for play and
development
- Area with level change (three risers
minimum)
- Cot storage
Older Toddler Classroom
- Entrance
- Cubby storage
- Classroom and teacher storage
- Children’s toilets and sinks (one sink at
toilet exit is preferable to avoid congestion)
- Eating/table area
- Art sink
- Area with level change (three risers
minimum)
- Open, unrestricted activity area
- Water fountain
- Cot storage
Head
Start Classroom
- Entrance
- Cubby storage
- A classroom for three-year old children
requires a small diaper changing area
- Classroom and teacher storage
- Children’s toilets and sinks (one sink at
toilet exit preferable to avoid congestion)
- Eating/table area
- Art sink
- Water play area
- Drinking fountain
- Loft area (not built in)
- Area with level change (three risers
minimum)
- Open, unrestricted activity area
- Block area (64 square feet minimum)
located away from main circulation
- Cot storage
Separate male/female child-sized toilets
should comply with ADAAG and with UFAS. If this is a problem, the
designers should insure that the doors are low enough (59 inches
max.) to allow adult supervision.
If windows are installed, they should be
located to allow adult supervision of the classroom.
The proper zoning of
classrooms is critical to the success of the center. The designer
and users should consult at length.
General classroom design principles include the
following:
- Discreet functional areas need to be
included in the design of the classroom even though they may be
created primarily with furniture.
- Noisy and active areas need to be away
from quiet areas.
- The circulation from equipment such as
slides should flow away from activity centers.
- Block play is an essential activity and
areas must be provided where blocks can remain in position for
more than a day and be protected from main circulation pathways
and active play.
- Do not crowd the space with more tables
than necessary for mealtime and avoid excessive distance between
tables. Rectangular tables should be arranged with 3.25 feet of
clear space between them.
7.2.2 Classroom Location
To receive the maximum access to natural
light, classrooms should be located along the exterior perimeter of
the building. If not possible, the classroom should be located near
areas that are along an exterior wall with windows.
Where possible,
classrooms should have direct access to a central circulation system
and direct access to play yards. They should be close to common use
spaces.
7.2.3 Classroom Size
Design classrooms to
accommodate the number of children for each age group. The Head
Start Program Performance Standards and local licensing requirements
must be referenced. Infants and young toddlers must have classrooms
separate from other age groups. The design should allow for future
expansion in all centers.
7.2.4 Separation of Spaces
Solid or glazed partitions at
full height, doors, casework, cabinets, panels, and railings can be
used for separation.
Three types of separation must be considered:
- Acoustical separation
- Visual separation
- Physical separation
The following aspects of separation should
be considered when designing the classroom spaces:
- Groups or classrooms of children must be
physically separated from each other.
- Sound transmission between classrooms
should be controlled with not less than 34 STC partitions,
although complete acoustical separation is not suggested.
- High noise levels from adjoining
classroom spaces can negatively affect class activities.
- Small, strategically placed windows
between classrooms are recommended to offer children a view of
other classroom activities. Placement of windows should not
interfere with potential placement of classroom furniture. Install
at least one window at child and adult levels.
Provide partial height enclosure for fixed
elements in the following areas: food preparation, children’s toilet
and hand washing, and the rear of cubbies. Food preparation and
toileting/diapering areas must be separated to reduce the chance
that a caregiver could inadvertently spread germs. Partitions with
vision panels can be used effectively to separate these areas while
allowing supervision.
Provide complete enclosure for teacher storage
within the classroom and complete enclosure for the adult toilets.
7.3 Scale
The design of a nurturing
classroom must reflect the designers’ appreciation of children’s
scale, including the size of individual spaces within the classroom
and the scale of furnishings. (Refer to Table 7.3 showing Physical
Dimensions of Children.).
While areas of high ceilings in a classroom may
be desirable, height must be modified in spaces that the child
perceives as too high to have a residential character (for example,
85 percent of the room is over 11 feet high).
Consider using pendant
lighting or ceiling fans hung no lower than 7.5 feet above the
occupied floor area below. Pendant task lighting over fixed elements
may hang as low as 5.5 feet as long as headroom is not required for
passage. Choose fans to improve air flow and energy efficiency with
rotation that can be reversed. Aside from the obvious mechanical and
lighting enhancements that these strategies provide, they also help
tailor spaces to children’s spatial perceptions. In addition, this
provides the opportunity to hang banners and create trellis ceilings
over activity areas. It is important to ensure that they do not
interfere with the function of the sprinkler system.
Table 7.3 - Physical Dimensions of Children
The following dimensions are stated in inches
and represent averages. Metric measures have been converted to
English equivalents using the conversions in
Appendix D.
Source: Anita R. Olds, Ph.D., Architectural
Prototype Document, Commonwealth of Massachusetts, 1987; Diffrient,
N., Tilley, A.R., and Bardagly, J.C., Humanscale 1/2/3 Manual,
Cambridge: MIT Press, 1974; Society of Automotive Engineers, Inc.,
Anthropometry of U.S. Infants & Children, Michigan:
1975.
The
height of windowsills and counters depends upon the age of the
children using the space. Leave 1.5 feet beneath windowsills
(measured to the classroom finish floor) so that furniture and
equipment can be placed easily along exterior walls. Storefront-type
windows starting at the finished floor are not desirable.
Any furnishings and
equipment for children should be child-scaled. Countertop height and
reach depth should provide children with the opportunities to use
them unassisted.
Consideration should be given to the adults
using the space. Center design should be both adult and child
friendly. Not all elements should be reduced in scale. Door locks,
light switches, fire alarm pull stations, and other functional
elements should retain adult scale and be mounted at standard
heights. Food preparation, storage and service spaces, and other
areas of the center used primarily by adults should remain at
standard scale.
Furnishings that adults use should be adult
scale. Some items may have a double function for both children and
adults.
In placing
electrical/telecommunication or security equipment, ensure that
cords and wires are not placed within reach of children.
7.4 Architectural Form
The architectural form of the
classroom should create an appropriate setting for a child. It
should convey a definite sense of place while preserving optimal
flexibility. The majority of the space should be free of constructed
elements, and furniture arrangements should be used to create
required functional areas.
The following guidance applies to architectural
form:
- Vary ceiling heights to define areas,
disperse light, and create interest. Higher ceiling heights often
encourage greater activity levels. Lower ceilings support quiet
activities. The probability of higher construction costs must be
considered in determining the extent of ceiling variation.
- Vary floor levels to create riser lofts
and low platforms. Sunken areas also are effective. The designer
should be aware that permanent, constructed level changes may
restrict flexibility and use valuable open floor space. Fixed
level changes will require a wheelchair accessible ramp. When
deciding where to place level changes, consider placement of
furniture that is not fixed to the floor or walls. Used
effectively, level changes can add interest and create intimate
areas for children. For example, terraces and platforms provide
areas for dramatic play activities and can double as seating
areas. Lofts that accommodate 3-5 children offer space for large
motor activities, dramatic play, or quiet activities. The designer
should keep in mind that low-level changes can cause tripping.
- Vary wall configurations to create
interest, soften a space, or create a more nurturing impression in
special spaces. The designers should avoid 90 degree or acute
outside corners that pose hazards to children who may walk or run
into them. Instead, consider curved or obtuse angled partitions.
One inch rounded outside corner drywall beads should be used. The
designer must keep in mind that visibility of all areas within the
classroom is a key factor and avoid creating “blind” areas that
make teacher supervision difficult.
- Locate plumbing fixtures in one area for
efficiency. For example, elements with plumbing connections, such
as toilet areas and art sinks, should be grouped. The food
preparation area must be separate from diapering and lavatory
areas, though the areas can be placed on the opposite sides of a
wall that separates them.
- Provide ample display space at children’s
height for display of art work and projects. Devices for display
of artwork should not involve tacks or tape. Use tacky tape,
magnets, clamps, or similar fasteners.
- Preserve inside corners to create
differentiated areas. Use features such as low partitions behind
cubbies to create nurturing corner spaces.
- Providing natural light benefits centers
by reducing total energy use and improves the indoor environment.
Day lit schools saved an average of $0.27/SF in energy costs over
non-daylit schools. (Source: Energy Performance of Daylit Schools
Innovative Design, NC)
- Provide views for children to increase
their awareness of their surroundings and the world beyond the
center. Views should be provided to the outside, particularly to
play yards. Views to atria and planters, common spaces, other
classrooms, and circulating pathways also benefit children.
Windows should be located at sills low enough for children to see
outside and yet should allow placement of small-scaled furniture
beneath them.
- Provide visibility so teachers have an
unrestricted view of the children at all times in the classrooms
and play yards. Views should be provided between classrooms and
other spaces in the center. Any interior doors, with the exception
of adult lavatories, should have visibility panels. The top sash
of a Dutch door should be secured when in the open position.
Interior glazing allows visual supervision and lets children see
others in the center. Partitions at the sides of toilets should be
no higher than 3.5 feet. Finally, there should be gates (with view
panels) in infant and toddler classrooms to prevent children from
accessing kitchen and diaper areas.
- Zone classroom space to separate active
and quiet activities.
- Use variations in ceiling and floor
height, wall configuration, light levels, finishes, and open areas
to modulate activity levels in different areas of the classroom.
Zone high-activity areas, such as the entrances, eating/table
areas, and exits to the play yard away from areas intended for
sleeping and other quiet activities. Likewise, separate messy and
clean areas.
7.5 Classroom Component Areas
7.5.1 Classroom Entrances
Each classroom should have a
distinct and welcoming entrance that meets all emergency exit
requirements. A second classroom entrance to the main circulation
path or to play yards should be considered for egress depending on
center configuration. Place the classroom entrance along a wall
leaving corners available for activity areas. Entrances should allow
views from the main circulation area into classrooms. There should
be a sign-in counter (with storage below) near the classroom door at
approximately 845 millimeters above the finished floor.
7.5.2 Cubby Storage Area
Children typically store
their outdoor clothing and personal belongings in a cubby alcove
when they arrive in the classroom. Designers should be aware that
children may again need their outdoor clothing during the day.
Parents may linger in the cubby alcove spending time with their
children or with teachers or other parents. The design of the cubby
area must consider this activity so bottlenecks do not occur.
Cubbies should be arranged in a cloak room so as not to take up
valuable classroom wall space.
Cubby storage areas should include the
following features:
- Open-front cubbies scaled to child size,
one for each child in the classroom, and secured to the floor and
wall to prevent tipping accidents.
- A three foot clear area in front of the
cubbies to ensure easy access.
- Seating which may be integrated with the
cubby for either adult or child use, such as a bench.
- A parent bulletin board and mail box may
also be located in the reception area.
The size and type of cubby storage may vary
according to the age group in the classroom. It is wise to include a
shelf for child safety seats, if space allows. If the cubbies are
purchased, the designer should ensure that the dimensions fit the
classroom space and design.
7.5.3 Infant and Young Toddler Cubbies
Infants and young toddlers
need storage for diaper bags, clothing, and supplies. Typically,
these purchased cubbies are about 1 foot wide, 1 foot deep and 1.5
feet high. The bench in the infant area should be about 1.2 feet
above floor level so parents can sit comfortably while removing or
putting on their children’s outdoor clothing.
Parents may wish to
leave collapsible strollers or other child-carrying equipment at the
center during the day. Rods for this purpose should be provided in
this storage area or near the reception area. Provide 9 to 12 inches
of rod length for every five children and install rods approximately
4.5 to 5 feet above the floor. If a double storage rod is needed,
install the top rod about 7 feet above the floor and the bottom rod
about 3.5 feet above the floor. Provide a retaining rail to keep the
lower end of the strollers in place.
7.5.4 Older Toddler and Head Start
Children’s Cubbies
Older toddlers and Head Start
children need to store bulkier outdoor clothing in their cubbies.
Satchels and backpacks may be stored on hooks. These cubbies should
be a minimum of 1 foot wide, 1 foot deep, and 3 to 4 feet high. Two
hooks are needed in each compartment for hanging garments. A shelf
should be included for boxes, boots, or extra shoes. The bench in
this area should be about 10 inches high for children to sit
comfortably while preparing for outdoor activity.
7.5.5 Open Activity Area
Each classroom should have an
open, unrestricted activity area, clear of constructed elements.
Teachers and children are the architects of this space and should be
able to adjust and alter this flexible area in response to their
needs and activities. This can be accomplished through the use of
elements such as curricula equipment and materials, moveable panels
and demountable walls, fabrics, furniture such as seating or
shelving, and display racks. The required space allotment for this
area is described in Chapter 5, Section 5.8.
Requirements for
activities occurring within this space will vary according to the
age of children. Play activities may involve:
- Discovery, including sand and water play
- Large motor activity
- Art/Music/Dramatic play
- Reading/listening
- Manipulation of small puzzles and finger
toys
- Block building
- Woodworking
- Science, including nature study
- Math
It is wise to locate an open activity area
within the classroom to take full advantage of natural light.
Arrange the fixed elements along inside walls to reduce bottlenecks
and maximize use of natural light in the space. The design should
encourage traffic pathways minimizing disruption and avoiding areas
of activity. Offset walls or partition patterns will allow more
intimate areas for children but not obstruct teachers’ views of the
activity area. Corner areas providing natural boundaries can set
apart an activity area.
Include the following architectural features in
open activity areas:
- Acoustically treated surfaces to reduce
noise.
- Full-spectrum dimmable lighting to
supplement natural light.
- Blunt corner angles since it is important
to avoid acute or 90-degree angles on outside corners projecting
into the space. Provide a 1/2-inch radius or beveled edge on all
outside corners of constructed features.
- Ample counter areas at child height for
work surfaces and display areas. Consider a counter near the
windows for growing plants and conducting nature studies.
- Adequate electrical outlets to serve
counter areas for items such as radios, tape players, projectors,
and keyboards. Locate outlets for this kind of equipment at least
4.5 feet above the finished floor, so that children cannot reach
the outlet or pull equipment off counters using cords connected to
low-mounted outlets.
- Consideration of how the child views the
surroundings. Spending time on the floor at a small child’s
viewing level is a helpful exercise for a designer of children’s
spaces.
- Furnishings that are child-scale,
including tables, chairs, and open storage units. Adult-sized
comfortable seating is needed. Bulletin boards and other display
areas should be placed at children’s height. Continuous strips
from which to hang children’s art are strongly recommended. These
strips may be placed approximately 3.2 feet to 4.5 feet above the
finished floor.
- Adequate storage for all curricula
materials and supplies. Refer to the discussions on storage in
this chapter. (Sections 7.1.1b, 7.5.2, 7.53, 7.5.4, 7.7.3, 7.7.9,
7.7.10, and 7.7.16)
7.5.6 Activity Area for Infants
The infant open activity area should
offer opportunities for discovery and learning. This area must be
designed as a safe, soft, print rich, stimulating environment in
which babies can crawl, explore, and interact with teachers and
other adults.
Provide the following architectural features in
the infant classroom:
- Soft-surfaced level changes that should
be slight with a maximum of 3 to 4 inches between levels. The
space should be soft and cushioned with a variety of textures and
coverings. Create level changes using constructed platforms with
ramps or stacked upholstered blocks in various configurations.
Maximum unenclosed platform height for padded level changes should
be 1.5 feet above the floor. Consider including an enclosed raised
area for infants at 3 feet above floor level so infants can be at
the same eye level as seated adults and be able to view the entire
room.
- Nests and crawl spaces that provide a
safe environment for infant exploration can be constructed with
low, permanent, soft barriers or with movable objects such as
crawling tubes, tunnels, or cardboard boxes.
- Low grab bars at 1.5 feet above floor
level to help infants pull up to a standing position may aid an
infant’s sense of security while developing walking skills.
Aminimum total length of 5 feet should be provided in each infant
classroom.
- Licensing requirements in some states
preclude carpet in infant rooms. Therefore, unpadded floors should
be constructed of tile, linoleum, or wood that can be mopped and
sanitized daily. Soft areas can be provided using area rugs, and
floor mats with anti-slip surfaces to prevent accidents.
- Views to the outside and to the
circulation pathways from floor level, if possible.
- Interesting things to observe from a
baby’s point of view including views while the child is being held
by seated or standing adults.
- Mirrors placed at approximately 1.5 feet
above the finished floor so babies can see reflections. Mirror
material must be shatterproof, such as safety glass, acrylic, or
reflective metal with no sharp edges.
7.5.7 Activity Area for Toddlers
The toddler open activity area should
offer an even greater range of challenging opportunities for
exploring and developing large muscles and motor skills. Toddlers
often move quickly in groups of two or three. The activity area must
allow for running and cruising (movement through space to view and
select from a variety of activities) without disrupting children
engaged in other activities.
Consider the following architectural features
in the open activity area for toddlers:
- Broad pathways to accommodate group
movement or cruising.
- Intimate spaces that allow toddlers to
maintain a visual connection with the teacher.
- Hard surface, impervious flooring
throughout, unless the initial design meetings reveal a strong
preference for carpet. If carpet is chosen, the quantity will be
determined during the initial design concept phase. Area carpets
with non-skid backing and mats should be provided for quiet areas.
- Sand and water play areas that may
consist of freestanding tables or troughs with nearby hooks for
smocks and towels and impervious floor finish. If feasible,
provide a floor drain. Sand and water play can occur in the art
sink area. Art sinks should be provided only for older toddlers
but not for young toddlers.
7.5.8 Activity Area for Head Start Children
The Head Start open activity area is
larger than the areas designed for younger children. Head Start
children are involved in a wide range of activities. Their skill
level enables them to take part in more advanced activities than
infants and toddlers and requires a greater number of interest
areas, configured for small groups of children.
Consider the following
architectural features in the Head Start classroom:
- Design the space to allow for maturing
skills in large muscle development. Refer to the discussion on
lofts and platforms in Section 7.6 of this chapter.
- Allow sand and water play using
freestanding tables or troughs with nearby hooks for smocks and
towels. An impervious waterproof floor finish and a floor drain
should be used where feasible. Sand and water play also can occur
in the art sink area or outside.
- Include hard, impervious floor surfacing
throughout with area rugs for quiet areas. If carpeting is
required, the amount of carpet will be determined during the
initial design concept phase.
7.6 Lofts and Platforms
Lofts and platform areas are optional
constructed elements within the classroom. They offer many activity
opportunities and advantages. Lofts and platforms are not
appropriate for every classroom, because they can minimize
flexibility. Lofts must be designed and positioned with child safety
in mind. Constructed elements should reduce the risk of children
falling from the loft. Typically, lofts will be purchased pieces of
equipment that the architect- engineer will include in the
design.
Lofts with
slides and steps offer a variety of experiences. However, it is best
for circulation if they descend in the same direction.
It is important to
coordinate sprinkler requirements and to avoid placing sprinkers
under lofts too close to children.
7.6.1 Infant Lofts and Platforms
Infant classrooms require
soft, colorful crawling areas with slight level changes such as low,
carpeted, constructed platforms, moveable foam shapes, or forms that
provide level changes. Ramps or small 3– to 4–inch steps should be
used between levels. All corners should be rounded, and all surfaces
should be soft to minimize falls. The maximum height of platforms
for infants is 18 inches.
Recessed constructed areas provide infants with
large, contained spaces in which to move and explore. Low retaining
sides allow infants to pull themselves up and move. Similar portable
low boundaries also might be effective. Use caution if planning to
permanently construct such an area as a permanent installation could
reduce classroom flexibility.
7.6.2 Toddler and Preschool Children’s
Lofts and Platforms
Lofts enhance toddler and
Head Start classrooms by offering the following advantages:
- Challenging, large-muscle activities
- Small intimate spaces
- Additional spaces for exploration
- Opportunities for a child to view the
environment from another level
- A classroom with more character
The following design requirements should be
considered in the design of a loft for toddler and Head Start age
groups:
- Lofts should be no higher than 3 feet
above the finished floor for toddlers and 4.5 feet above the
finished floor for Head Start children. The design should minimize
conflict and allow more than one child at a time to use the space.
For instance, offering stairs going up and a slide coming down can
minimize congestion and possible conflict.
- Loft features should meet the definition
for fall zones and have resilient surfaces, as prescribed by the
CPSC’s Handbook for Public Playground Safety. Refer to Chapter 6,
Section 6.7.5, Play Yard Surfaces.
- Lofts should meet applicable local,
state, or other standards.
- Guardrails should be provided to protect
children from falling from raised areas.
- Toddlers should have guardrails on any
constructed surface more than 10 inches above adjacent surfaces.
Head Start children should have guardrails on any raised surface
more than 20 inches above floor level. The top of the guardrail
must be at least 2.5 feet above the platform, or in accordance
with local codes, whichever is more stringent. Openings between
3.5 and 9 inches should be avoided to prevent head entrapment and
openings between 0.3 inch and 1 inch should be avoided to prevent
finger and hand entrapment.
- Protective barriers should be provided on
all raised surfaces 2.5 feet above floor level or higher for Head
Start and younger children. Protective barriers can be vertical
slats or acrylic panels (for clear visibility). Openings in these
panels should be no larger than 3 inches to prevent entrapment.
Avoid using horizontal rails that allow climbing.
- All protruding corners should have a
minimum radius of 1/2 inch.
- Teachers must be able to see and reach
all areas of a loft.
- The loft should present an image of
safety and should not include overly challenging elements, such as
cantilevers or narrow bridges.
- Level changes should be appropriate to
the age group and accessible by ramps, steps, or ladders. Two
children should be able to use the steps and ladders at the same
time. Riser heights for stairs should be a maximum of 5 inches for
toddlers and Head Start children. Minimum tread depth should be
approximately 11 inches. Stairs and ramps should be a minimum of 3
feet wide.
- Handrails should be provided for all
stairs and ramps at 22 inches above the leading edge of the
treads. All handrails should adjoin the wall to avoid the
possibility of injury. Handrails should meet state, tribal, and
local codes.
7.7 Other Areas
In addition to required spaces in the
classroom, others located elsewhere in the center can provide
specialized activity settings for children, teachers, and parents.
These areas should not be considered part of the minimum required
activity square footage area.
7.7.1 Art Sinks
For toddler and preschool
classrooms, HSB suggests providing a stainless steel sink with a
gooseneck faucet and wrist handles mounted in a 22-inch-high counter
for children to use in art and other activities requiring water and
cleanup. The gooseneck faucet will allow teachers and children to
place a bucket under the faucet. Traps should be accessible for easy
cleaning.
The art
sink area should include storage, display, and drying areas for
finished work or works-in-progress. The counter should be 16 to 22
inches deep, so that children can reach the faucet. The design
should provide 3 to 4 feet of open counter length adjacent to the
sink. It is good practice to provide an adult height art sink in all
toddler and Head Start classrooms. Faucets and levers should be
located behind the sink adjacent to the wall rather than at the side
of the sink. Faucet controls should be no less than 14 inches from
the leading edge of the counter.
The art sink should be next to the eating/table
area, since most art activities require tables; and this provides a
dual use for tables with similar finishes. Ideally, the sink should
be close to display walls and equipped with dry marker boards or
chalkboards. Install impervious floor coverings with sealed seams
and a floor drain in this area. Including a built-in counter with a
configuration that allows children to face each other during
activities is advisable. A shatterproof mirror above the counter is
a desirable feature.
7.7.2 Toilets and Sinks
The following plumbing
requirements are for areas devoted to toddlers and Head Start
children:
- A minimum of two toilets in the center
but not less than one toilet and two child-height hand-washing
sinks. Include one lavatory and one drinking fountain for every 10
children. Two classrooms may share one toilet area.
- Toddlers: Two adult sinks at a minimum,
one for diapering in the toddler room and one for use near food
preparation.
- Head Start: One adult sink and one or two
hand-washing sinks for every 10-20 children and one connection for
water play.
- Toilet areas may be used by both girls
and boys and may be partially screened. If doors are provided,
they should not lock. This offers some privacy but allows adult
supervision. Toilet areas are to have gates or half doors at
entrances and may have child-height partitioning between toilets.
As with all full-height doors, these elements should have hinge
protection so that children’s hands and fingers are not
