HEAD START CENTER DESIGN GUIDE

7.5 Component Areas of Classrooms

7.5.1 Classroom Entrance Areas

Each classroom's entrance should meet all emergency egress requirements. A second classroom entrance, either to the main circulation path or to the play yards, should be considered, and it may be required for egress, depending on center configuration. GSA suggests placing the entrance along a wall, leaving valuable corners available for activity areas. Entrances should allow views from the main circulation area to classrooms. There should be a sign-in counter near the classroom door at approximately 2.7 ft. above the finished floor with storage below.

7.5.2 Cubby Storage Area

Upon arriving at the classroom entrance, parents put infants'things in cubbies and children typically store their outdoor clothing and personal belongings. They may need their outdoor clothing at times during the day to go to the play yard or on excursions and to go home. Parents may linger in the cubby alcove, spending time with their children or with teachers or other parents. The design of the cubby area should consider these activities so bottlenecks do not occur at the classroom entrance. It is wise to arrange cubbies in a cloakroom instead of in valuable classroom space.

GSA suggests that all the cubby storage areas include these features:

• Cubbies appropriate for use to store infants'belongings, with one for each infant.
• Open-front cubbies, scaled to child size, one for each child in the classroom, and secured to the floor and wall to prevent tipping accidents.
• A 3 ft. clear area in front of the cubbies for access.
• Seating, such as a bench, which may be integral with the cubby, for either adult or child use.
• A parent bulletin board and mail box located at the cubby area or in the reception area.

The size and type of cubby storage may vary according to the age group of the children. It may be convenient to include a shelf for child safety seats, if space allows. If the cubbies are purchased, the designer should take care to verify that the manufacturer's dimensions of cubbies match those suggested for the classroom space. A classroom design should accommodate the purchased cubbies.

7.5.3 Infant and Young Toddler Cubbies

Infants and young toddlers may need storage for diaper bags, clothing, and supplies. These purchased cubbies are typically about 1 ft. wide, 1 ft. deep, and 1.5 ft. high. The bench in the infant area should be at about 1.2 ft. above floor level, so parents can sit comfortably while removing or putting on a baby's outdoor clothing.

Parents may wish to leave collapsible strollers or other child-carrying equipment at the center during the day. Rods for this purpose should be provided in this storage area or near the reception area. Provide 9 to 12 inches of rod length for every five children, and install rods approximately 4.5 to 5 ft. above the floor. If a double storage rod is needed, install the top rod about 7 ft. above the floor and the bottom rod about 3.5 ft. above the floor. Provide a retaining rail to keep the lower end of the strollers in place.

7.5.4 Older Toddler and Pre-School Cubbies

Older toddlers and pre-school children need to store bulkier outdoor clothing in their cubbies. Storage is required for satchels or backpacks. Satchels and backpacks may be stored on hooks. Cubbies for this classroom should be a minimum of 1 ft. wide, 1 ft deep, and 3 to 4 ft. high. Two hooks are needed in each compartment for hanging garments, and a shelf should be included for boxes, boots, or extra shoes. The bench in this area should be about 10 inches high for children to sit comfortably while donning outdoor clothing and boots. The area should also contain a shelf for art or other work to be taken home.

7.5.5 Open Activity Area

Each classroom should have an open, unrestricted activity area, clear of constructed elements. Teachers, along with the children, are ultimately the architects of this space. They can alter this flexible area in an ever-changing response to their needs and activities. This can be accomplished through the use of elements such as curriculum equipment and materials, movable panels and demountable walls, fabrics, and furniture such as seating or shelving, and display racks. The required space allotment for this area is found in Chapter 5. Requirements for activities occurring within this space will vary according to the age of the children. Play activities may involve:

• Discovery, including sand and water play
• Large-muscle activity, movement
• Art
• Music
• Socio-dramatic make-believe and role-playing
• Reading/listening/storytelling
• Manipulatives, including small puzzles and finger toys
• Block building
• Woodworking
• Science, including nature study
• Math

It is wise to locate the open activity area within the classroom to take full advantage of natural light. Arrange the fixed elements along inside walls to reduce bottlenecks and maximize the natural light in the space. The design should encourage traffic pathways that minimize disruption and avoid activity areas. Walls or partition patterns with offsets will allow more intimate areas for children without obstructing teachers' views to the activity area. Corner areas, which provide natural boundaries, can set apart an activity area.

GSA recommends including the following architectural features in the open activity area:

• Acoustically treated surfaces to reduce noise.
• Full-spectrum lighting, capable of being dimmed, to supplement natural light.
• Corner angles that are blunt. It is important to avoid acute or 90-degree angles on outside corners projecting into the space. Provide a 1/2-inch radius or beveled edge on all outside corners of constructed features.
• Ample counter areas at child height for work surfaces and display areas. Consider a counter near the windows for growing plants and conducting nature studies.
• Adequate electrical outlets. These can serve counter areas, for items such as radios, tape players, televisions, projectors, and keyboards. Locate outlets for this kind of equipment out of reach for children, at least 4.5 ft. above the finished floor, so that children cannot reach the outlet or pull equipment off counters by using cords connected to low-mounted outlets.
• Consideration of how the child views his or her surroundings. Spending time on the floor at a small child's viewing level is a helpful exercise for a designer of children's spaces.
• Furnishings that are child-scale, including tables, chairs, and open storage units. Adult-sized comfortable seating is also needed. Bulletin boards and other display areas should be placed at children's height. Continuous strips from which to hang children's art are strongly recommended. These strips may be placed at approximately 3.2 ft. to 4.5 ft. above the finished floor.

Adequate storage for all curriculum materials and supplies. Refer to the discussion on storage in this chapter.

7.5.6 Activity Area for Infants

The infant open activity area offers opportunities for discovery and learning. This area must be a safe, soft, print-rich, stimulating environment in which babies can crawl, explore, and interact with their teachers.

GSA recommends providing the following architectural features in the infant classroom:

• Soft-surfaced level changes. The level changes should be slight, with a maximum of 3 to 4 inches between levels. There should be a soft, cushioned space with a variety of textures and coverings. Level changes can be created using constructed platforms with ramps, or stacked upholstered blocks in various configurations. Maximum unenclosed platform height for padded level changes should be 1.5 ft. above the floor. An enclosed raised area for infants at 3 ft. above floor level should be considered so that the infants can be at eyelevel with seated adults and see the entire room.
• Nests and crawl spaces to provide a safe environment for infant exploration. These spaces can be constructed with low, permanent, soft barriers or with movable objects.
• Low padded grab bars at 1.5 ft. above floor level to help infants pull up to a standing position. These bars also may aid an infant's sense of security while developing walking skills. A minimum total length of 5 ft. should be provided in each infant classroom.
• Adequate flooring. Under the licensing requirements in some states, carpet is not allowed in infant rooms. Floors that are not padded should be constructed of tile, linoleum, or wood to facilitate daily mopping and sanitizing. Soft areas can be provided using area rugs, floor mats, etc., if they have anti-slip surfaces to prevent accidents and can be easily cleaned/sanitized.
• Views to the outside and to the circulation pathways from floor level, if possible.
• Interesting things to observe from a baby's point of view. These include views from adult seating and standing height while the child is being held.
• Mirrors at floor level so babies can see reflections. Approximately 1.5-ft. minimum height above the finished floor is recommended. Mirror material must be shatterproof: safety glass, acrylic, or reflective metal. Edges must not be sharp.

7.5.7 Activity Area For Toddlers

The toddler open activity area should offer an even greater range of opportunities for exploring and greater challenges in developing large motor skills. Toddlers move very quickly, often in groups of two or three. The activity area must allow for running and cruising (movement through the space to view and select from a variety of activities) without disrupting children in other activities.

GSA recommends providing the following architectural features in the open activity area for older toddlers:

• Broader pathways to accommodate group movement or cruising.
• Intimate spaces that allow toddlers to maintain visual connection with the teacher.
• Hard-surface, impervious flooring throughout, unless the initial design meetings reveal a strong predilection towards carpet - for instance, in particularly cold climates. In that case, the amount of carpet will be determined during the initial design concept phase. Area carpets with non-skid backing and mats should be provided for quiet areas. Lofts that accommodate three to five children and platform areas for larger gatherings should provide a greater challenge than those in the infant areas. Refer to the loft and platform area discussion in this chapter for more information.
• Sand and water play areas. This might consist of freestanding tables or troughs with nearby hooks for smocks and towels. An impervious floor finish must be provided. Provide a floor drain, if feasible, though this will not usually be feasible in an existing building. Sand and water play can occur in the art sink area. Art sinks should be provided for older toddlers but not young toddlers.

7.5.8 Activity Area For Pre-School Children

The pre-school open activity area is larger than the younger children's area due to the greater number in this group and their increased energy and variety of activities. Pre-school children are involved in a wide range of activities. Their level of skill enables them to take part in more advanced activities, requiring a greater number of interest areas configured for small groups of children.

GSA suggests providing the following architectural features in the pre-school classroom:

• Design the space to allow for maturing skills in large muscle development. Refer to the discussion on lofts and platforms in Section 7.6 this chapter.
• Provide flexible spacing to allow for different configurations for different activities, i.e., making the block area bigger to allow for building of a city, and expanding the dramatic play area for a "hospital" or a "restaurant," and so forth.
• Allow for sand and water play using freestanding tables or troughs, with nearby hooks for smocks and towels. An impervious waterproof floor finish and a floor drain should be used where feasible. Sand and water play also can occur in the art sink area.
• Include hard, impervious floor surfacing throughout, with area rugs for quiet areas, unless the initial design meetings reveal a strong predilection towards carpet. In that case, the amount of carpet will be determined during the initial design concept phase.