HEAD START CENTER DESIGN GUIDE

7.4 Architectural Form

The architectural form of the classroom should be an appropriate setting for a child, conveying a definite sense of place while preserving optimal flexibility. GSA advises that the great majority of the space should be free of constructed elements. In this way, furniture arrangement can create the functional area.

GSA offers the following advice:

• Vary ceiling heights. Varying ceiling heights can define areas, disperse light, and create interest. Higher ceiling heights encourage higher activity levels, while lower ceilings support quiet activities. The probability of higher construction costs must be considered in determining the extent of variation.
• Vary floor levels. Consider varying floor levels by creating riser lofts and low platforms. Sunken areas are also effective. The designer should be aware that permanent, constructed level changes might restrict flexibility and use valuable open floor space. When used effectively, however, level changes can add interest and create intimate areas for children. Terraces and platforms provide areas for dramatic play activities and also can double as seating areas. Lofts that accommodate three to five children can offer the possibility for large-muscle activities, dramatic play, or space apart for quiet play. The designer should keep in mind that small level changes could be a tripping hazard.
• Vary wall configurations. Consider modulating partitions to create interest, soften a space, offer a more nurturing impression, or create special spaces. Avoid 90-degree or acute outside corners that pose hazards to children who may run into them. Curved or obtuse angled partitions should be considered instead. The designer should keep in mind that visibility of all areas within the classroom is a key factor, and should avoid creating blind areas that would make teacher supervision difficult.
• Locate plumbing fixtures in one area. Elements with plumbing connections, such as toilet areas and art sinks, should be grouped together for more efficient construction. Food preparation should be separated from diapering and toilet areas, but can be placed on the opposite side of partitions with plumbing.
• Provide ample display space. Provide a significant amount of classroom wall display area at children's height for displaying artwork and projects. Devices for displaying artwork should be included. They should not involve tacks, because they are dangerous around young children, or tape, because it can damage the finish of partitions. Displaying children's work is an indication that their art and development are valued.
• Preserve inside corners. Corners within the classroom offer opportunities to create differentiated areas. Retain inside corners, and use features such as low partitions behind cubbies to create nurturing corner spaces.
• Provide natural light. Provide natural light, preferably from at least two directions, through windows, clerestories, atria, and skylights. Natural light is essential to children. Space without access to natural light should be considered inappropriate for young children. Each orientation has light that has a special quality. GSA advises maximizing the amount of natural light and taking advantage of as many orientations as possible to achieve variety in the type of lighting. In cold climates, large expanses of glass on the north side of the center can create drafts and uncomfortable temperature ranges. In southern climates, large expanses of glass on the south side can cause dramatic heat gain. Shading devices such as overhangs, louvers, trellises, and trees should be considered for window areas that receive direct sunlight. Low countertops or shelving may be provided at some windows for growing plants and other nature-oriented activities. If the trim for the countertops and windows have warm hues, the classrooms will have a sense of warmth.
• Provide views for children. Views allow children to be aware of their surroundings and the world beyond the center. Views should be provided to the outside, particularly to the play yards. It is also advisable to offer views to atria and planters, common spaces, other classrooms, and circulating pathways. Windows should be located at sills low enough for children to see outside and should allow small-scaled furniture to be placed beneath them.
• Provide visibility to the staff. Teachers must have an unrestricted view of the children at all times, both within the classroom and in the play yards. Views should be provided between classrooms and other spaces in the center. Any interior doors, with the exception of adult toilet areas, must have visibility panels. Dutch doors should be secured when in the open position. Partial walls and interior glazing allow visual supervision and allow children to be aware of others in the center. Partitioning at the sides of toileting areas should be no higher than 3.5 ft. to allow supervision of preschool children. There should be gates with view panels in infant and toddler classrooms to prevent children from entering kitchen and diaper areas.
• Zone classroom space to separate active and quiet activities. Use variations in ceiling height, floor height, wall configuration, light levels, finishes, and open areas to modulate perceived activity levels within the different areas of the classroom. Zone high-activity areas, such as the entrance, eating/table areas, and the exit to the play yard, away from areas intended for sleeping and quiet activities. Likewise, messy and clean areas should be zoned to provide appropriate separation.