HEAD START CENTER DESIGN GUIDE

This chapter summarizes the Head Start Program Performance Standards relevant to planning the design and use of space. Should conflict arise between Head Start standards and other codes and regulations, the most restrictive standards should apply.

4.1 Design Implications of Program Standards

Following are discussions of the general design implications of program criteria. The design criteria should achieve the stated goals, which reflect the Head Start Program Performance Standards. A complete list of Program Performance Standards that apply to facilities is included as Appendix B.

4.1.1 Interaction Among Staff and Children

GOAL: Proper organization of the space ensures that the full program of activities can be accomplished. Successful programs take place with high-quality interactions between children and staff. Refer to 45 CFR 1304.53(a).

Successful design allows teachers and children to interact verbally and nonverbally in large and small groups. Classroom space should not be crowded and should include low tables, several interest areas, and space for teachers to communicate individually with children. If there is adequate space, tables and counters that put children face-to-face can help encourage social interaction. All rooms should have comfortable seating for adults. The design should include chairs and may also include hammocks and built-in benches. Window seats can be particularly inviting for adult-child interaction. Space for glider chairs can be included in infant rooms to engender trust between teachers, infants, and visiting parents. The glider chairs should not allow fingers to be trapped in moving parts.

4.1.2 Facilities and Learning

GOAL: The physical environment and facilities must be conducive to learning and reflective of the different stages of development of each child. Making facilities welcoming, accessible, comfortable and safe for all children, including those with disabilities, ensures their full participation in Head Start. Refer to 45 CFR 1304.53(a).

Best practice indicates that classrooms should have sufficient space, equipment, and storage to support a developmentally oriented curriculum. Classrooms must be configured to allow circulation to each area while minimizing disturbance to other children engaged in an activity. Well-located storage is absolutely vital for ease of circulation and supervision. The center should have child-accessible displays of curriculum materials, either on built-in open shelving at the child's height or on movable, open, child-scale shelving units and should offer storage for toys and materials not currently being used or offered to the children. GSA advises that the design should support a balance of the following activities:

• Indoor and outdoor
• Quiet and active
• Individual and group
• Large and small motor activity
• Child and staff initiated

4.1.3 Staff-Parent Interaction

GOAL: Parents must be invited to become integrally involved in the development of the program's curriculum and approach to child development and education. Refer to 45 CFR 1304.21 (a)(2).

Best practice indicates that the center should provide adequate areas for private consultation between teachers and parents. A reception area for check-in may be advisable. Space in the classroom should be adequate to accommodate parent visits. Bulletin boards for parent notices may be worthwhile.

4.1.4 Skilled Staff and Center Design

GOAL: Head Start programs must comply with section 648A of the Head Start Act and any subsequent amendments regarding the qualifications of classroom teachers. Refer to 45 CFR 1306.21.

The quality of a center's design can play an important role in attracting and retaining skilled staff who spend so much of their time in classrooms. A properly designed center can improve staff attitude, reduce stress, and ease the workload of the teachers. It can also integrate appropriate acoustical treatment and separation of active and quiet areas to reduce noise levels. Appropriate arrangement of the diapering areas to allow easy supervision makes the staff's job easier.

GSA advises that classroom features should make it easier for teachers to perform their tasks. Conference space should be adequate to allow for staff training sessions and regular staff meetings and privacy for parent/staff conferences. A separate lounge with lockable storage space for staff personal belongings can provide staff members with a quiet break area. A lounge should include ample storage space for resources and equipment.

4.1.5 Administration and Space

GOAL: The program is administered in accordance with the Head Start Performance Standards with attention to the needs and desires of children, parents, and staff.

Best practice indicates that the placement of the director's office space should facilitate frequent contact with the children, parents, and staff. Adequate space should be available for parent orientation sessions. Adequate work space and file storage should be provided to support administrative tasks. The arrangement of office space should ensure adequate storage space and efficient placement of equipment.

4.1.6 Staffing and Classroom Space

GOAL: The program is staffed in accordance with the Head Start Program Performance Standards to meet the needs of children and promote their physical, social, emotional, and cognitive development. Refer to 45 CFR 1306.32 (a)(1-12).

The size of classrooms must allow for the optimal ratio between staff and children. Head Start Performance Standards establish the permissible staff-child ratios and group sizes. Head Start centers must also comply with local licensing and zoning regulations.

4.1.7 Physical Environment

GOAL: Grantee and delegate agencies must provide appropriate space for the conduct of all program activities. Refer to 45 CFR 1304.53(a)(2), 1304.53 (a)(5), and 45 CFR 1308.4.

The physical environment supports the operational quality of a center and profoundly affects the behavior and development of children, as well as the efficient functioning and sense of well being in adult caregivers. A pleasant functional environment is bound to influence the way caregivers react to the children. Likewise, since young children do not yet talk, or do not talk with adult sophistication, they are receptive to the cues the environment gives them.

The ideal environment is intriguing, rich, and challenging to children, but is not overstimulating or "flashy." It is rich in subtle visual and tactile experience, incorporating natural elements to the maximum extent possible. Best practice indicates that the center must have sufficient activity space, storage, and curriculum materials for all children, including those with disabilities. Outdoor and indoor space must be provided, with both quiet and active play areas.

4.1.8 Health and Safety

GOAL: A safety inspection must be conducted to ensure that each facility's space, light, ventilation, heat, and other physical arrangements are consistent with the health, safety, and developmental needs of children. Refer to 45 CFR 1304.53 (a)(10).

The center's design must comply with the requirements of the Head Start Program Performance Standards. The center must also comply with state and local codes and applicable standards. The center design should facilitate both teacher supervision and ease of maintenance. Design details should also take into account the fact that centers must be cleaned much more frequently than office space, for example. Properly designed, well-located toilet and hand-washing facilities are essential. Lockable storage should be provided for poisonous materials in each classroom, kitchen, and laundry area. Staff caring for infants must use separate diapering sinks.

In addition, there should be regular fire and other types of drills as appropriate for the community to educate staff and children about safety features, such as the proper path to exit the building.

4.1.9 Meal Service

GOAL: Grantee and delegate agencies must ensure that nutritional services in center-based settings contribute to the development and socialization of enrolled children. Refer to 45 CFR 1304.23.

The center design should provide ample space for storing and preparing food. Space requirements depend on whether food is catered or prepared on site. In most instances, food is prepared on site.

Food service facilities should accommodate the preparation, transport, and serving of nutritious meals and maintain the quality of food. Best practice indicates that special accommodations should be provided for infant feeding and nursing.

4.1.10 Record Storage

GOAL: Grantee and delegate agencies must establish and maintain efficient and effective record-keeping systems to provide accurate and timely information regarding children, families,and staff, and must ensure appropriate confidentiality of this information. Refer to 45 CFR 1304.51(g).

Space should be supplied for filing and storing children's records (in locked cabinets, if required), observations, case studies, and other reports. Best practice indicates that a staff training area, such as a conference room, should be provided.