HEAD START CENTER DESIGN GUIDE

This chapter identifies users of the center, the basic needs and activities of each age group, and how these needs and activities affect center design.

GSA maintains that the design of the center for the use of children should accommodate the needs of children, parents, teachers, administrators, and service personnel in a comfortable and nurturing environment. It should allow adults to care for children in settings designed primarily for use by children.

GSA advises the designer to keep the needs and convenience of busy adults in mind. At the same time, the design should provide a setting that supports the community using the centers. This will enhance a natural, home-like environment for children and increase the employee's dedication to the workplace as a quality, family-friendly environment.

3.1 Parents

GSA suggests that the design respond to the needs of parents by addressing:

• Temporary parking arrangements for drop-off and pick-up.
• Ease of navigating corridors with strollers and buggies (angled corners are recommended).
• Stroller storage.
• A clearly visible bulletin board location.
• Mailboxes dedicated to the needs of parents.
• A central relaxed place for parents to meet and chat with other parents and staff.
• Spaces designed to accommodate adults helping children with outer garments, back packs, or other personal items.
• Private space for parents and teachers to confer.
• Adequate refrigerator space to store formula and food.

Adult family members arrive with the children, pick them up, and spend time with them while at the center. Parents may meet with teachers and staff, socialize with other parents, and participate in center activities, organizations, and programs.

When parents accompany their child to the classroom, they usually help children remove and store their outdoor clothing. They may bring infants in strollers. They also leave messages for teachers and receive messages from them, usually at one location designed specifically for that purpose. They may linger to spend time with the child or to talk to the teacher before departing. The entry, reception, and classroom cubby areas provide a social setting for the parents, without disrupting the flow of activity in the classrooms. Nursing mothers might visit the center to feed their infants, and a private area should be provided for them. Parents also come to the center for conferences with teachers. Finally, parents are encouraged to participate in volunteer activities at the center, such as serving on committees or boards, participating in fundraising activities, assisting with field trips, and helping in the classroom.