HEAD START CENTER DESIGN GUIDE

7.2 General Concepts for Classroom Design

Children spend most of their day in the classroom. It should afford opportunities for developmentally appropriate activities. Parents typically drop off and pick up children at the classroom. Other adults may visit during the day or help as 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 group. 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. GSA advises that the areas within the classroom should be designed or arranged to fit four or five children and one adult, although there should also be a group gathering area. Finally, areas located in alcoves can allow children to be by themselves or in small groups.

Major classroom elements such as plumbing connections, risers, or cabinets secured in place for safety reasons are fixed, but children and their teachers may modify the remaining space to create areas for their activities. The classroom should provide flexibility for these activities.

Children require opportunities for diverse activities in the classroom. Lofts offer an opportunity for exploration. Where low shelves and partitions are used to separate use areas, they should be secured to prevent tipping.

The arrangement of storage cubbies for children's personal items will be altered less frequently. Manufactured cubbies anchored to partitions or low walls have been found to be more cost-effective than built-in types. The designer should ensure that the space could accommodate the manufactured cubbies. To prevent a proliferation of children's personal items in and around cubbies that would destroy the order and function of the classroom, cubbies should be arranged to form a cloakroom, or entrance alcove, with openings facing away from the main classroom.

GSA recommends that a well-equipped classroom for particular age groups should have the following areas:

Infant Classroom

• Entrance
• Cubby storage
• Classroom and teacher storage
• Adult toilet within 33.75 ft. of entry
• Diapering station and storage, including a sink
• Sleeping/crib area
• Nursing area
• Eating/table area
• Food preparation
• Open activity and crawling area for play and development
• A second sink

Toddler Classroom

• Entrance
• Cubby storage
• Classroom and teacher storage
• Adult toilet within 33.75 ft. of entry
• Diapering station and storage, including a sink
• Children's toilets and sinks
• Eating/table area
• Food preparation
• Open activity area for play and development
• Area with level change (three risers minimum)
• Cot storage
• A second sink

Pre-School Classroom

• Entrance
• Cubby storage
• For a 3-year-old classroom, a small diaper changing area and a sink
• Classroom and teacher storage
• Children's toilets and sinks (One sink at toilet exit is preferable to avoid congestion.)
• Eating/table area
• Art sink with appropriate flooring
• Water play area with appropriate flooring
• Drinking fountain
• Loft area
• Area with level change (three risers minimum)
• Open, unrestricted activity area
• Block area (64 square ft. minimum) located away from main circulation
• Cot storage

The zoning of classrooms is critical to the success of the center. The designer should consult at length with users, if possible. GSA advises that general design principles include:

• Discreet functional areas in the design of the classroom, created primarily with furniture.
• Noisy and active areas away from quiet ones.
• Circulation around equipment, such as slides, away from activity centers.
• Block play areas where blocks can remain in position for more than a day protected from main circulation paths and active play.
• Rectilinear tables arranged with 3.25-ft. of clear space between them.

7.2.2 Classroom Location

GSA recommends that classrooms be located along the exterior perimeter of the building to provide maximum access to natural light. When this is not possible, the classrooms should borrow natural light from areas along an exterior wall that has windows. Classrooms require direct access to the central circulation system and as direct access as possible to the play yards. Classrooms should also be close to common use spaces. Infants and young toddlers should have classrooms separate from other age groups. In small centers, the design should allow for construction of additional classrooms, if future expansion is likely.

7.2.3 Classroom Size

Classrooms should accommodate the number of children in each age group. Refer to Head Start Program Performance Standards, Section 1304.53(a)(5), cited in Appendix B and local licensing requirements when designing the space. The most stringent standards should apply.

7.2.4 Separation of Spaces

Separation can be achieved by using solid and glazed partitions, either partial or full height, doors, casework, cabinets, panels, or railings. GSA advises that three types of separation should be considered: accoustical, visual, and physical.

The following aspects of separation should be considered when designing the classroom spaces.

• Separate classrooms: Groups of children should be physically separated from each other. GSA advises that sound transmission between classrooms should be controlled, using partitions that are not less than 34 STC, although complete acoustical separation is not necessary. High noise levels from adjoining classroom spaces can disrupt class activities and raise tension levels. Some noise transmission is desirable to allow children to be aware of other groups. Children should be able to see views through windows between classrooms, and the design should allow at least one view window at children's level between classrooms. At least one adult view window is also highly desirable.
• Partial enclosure: Partial-height enclosures should be used for fixed elements in the following areas: food preparation; children's toilet and hand washing; a sleeping area for infants; and the rear of cubbies. Food preparation and toileting/diapering areas must be clearly separated and have separate sinks to diminish the chance that a caregiver could inadvertently go directly from diapering to food preparation without hand washing. Partitions with vision panels can be effective for separating these areas while allowing supervision.
• Complete enclosure: Complete enclosures should be used for teacher storage within the classrooms and for any adult toilets.