HEAD START CENTER DESIGN GUIDE

5.9 Space Types

The following terms will be used throughout this guide to identify and define the major spaces in the center and group them according to the users:

5.9.1 Classrooms

A classroom is an architecturally defined area containing a group of children and their teacher(s). Classrooms may be separated by walls or full partitions that allow controlled visual or acoustical connections to other groups. However, best practice indicates that interior viewing windows, particularly at children's height, could be located both adjacent to corridors and between classrooms. The classrooms themselves should be as open as possible, allowing supervision and the penetration of natural light.

Classrooms contain the spaces required for all recommended activities, as well as for personal care. Adequate space is also necessary for storing children's and teacher's personal items, curriculum materials, supplies, and equipment. Space should conform to Head Start performance standards and local licensing requirements.

5.9.2 Common Spaces

Spaces shared by more than one group are included in this category. The designer needs to be cognizant that the child may spend very few hours of the day in his or her home: the center becomes the home away from home for the child, and the design should convey this impression. A common area that feels like the core of the center is an excellent organizing concept and one that will dispel an institutional feeling. This may be an area of circulation that allows a stopping place for social interaction. However, GSA advises that it should not be the multipurpose room. Circulation through the multipurpose room has proven to be an undesirable design feature.

Other common areas may consist of one or more of the following: a multipurpose area, a large muscle activity area, a meeting/gathering area, a parent/staff conference area, and a separate sick bay, if the latter is required to meet local licensing requirements.

5.9.3 Play Yards

Play yards are outdoor extensions of the classrooms, providing many of the same opportunities as indoor spaces. They should provide for a variety of developmentally appropriate activities and include storage for curriculum equipment as well as wheeled toys, trikes, and wagons. Spending time on the playground is usually the preferred activity of children. Therefore, to the greatest extent possible, the designer should arrange easy access to the playground and other spaces for play from the classroom. (See Chapter 6).

5.9.4 Parent Spaces

Spaces within the center that are used by parents include the entry, reception/living room area, conference room, and classroom (used for observing, visiting, conferring with teachers, and feeding infants). Parents should have direct access to a staff toilet room.

5.9.5 Staff Spaces

The spaces designed for use by teachers and directors may include the classroom and play yard areas, the entry and reception areas, offices, conference and lounge spaces, resource storage, and adult toilets.

5.9.6 Service Spaces

The spaces allocated for service and support include the kitchen and food storage, laundry, janitor's closet, and electrical/mechanical and telephone equipment room.

5.9.7 Circulation

This term applies to the space dedicated to the major pathways connecting all the interior spaces.