HEAD START CENTER DESIGN GUIDE

7.7 Other Areas

In addition to the spaces required in the classroom, spaces located elsewhere in the center can provide specialized activity settings for children, teachers, and parents. These areas should not be considered part of the minimum activity square footage area required in the classroom.

7.7.1 Art Sink

The art area should include storage, display, drying areas for finished work or work-in-progress, and an art sink. For toddler and preschool classrooms, GSA suggests providing a stainless sink with a gooseneck faucet and wrist handles mounted in a 22-inch-high counter for children to use in art and other activities requiring water and cleanup, such as sand and water play. The gooseneck faucet allows teachers and children to place a bucket under the faucet. Traps should be easily accessible for cleaning. The counter should be 16 to 22 inches deep, allowing children to reach the faucet. Provide 3 to 4 ft. of open counter length adjacent to the sink. It is good practice to provide an adult height art sink in all toddler and preschool classrooms. Faucets and levers should be located behind the sink adjacent to the wall, rather than at the side of the sink. Faucet controls should be no less than 14 inches from the leading edge of the counter. See Chapter 10, Section 10.4, Accessibility, for ADAAG-required heights of elements for the disabled child.

The art sink should be next to table areas, because most art activities require similar tables and finishes. This sink should be close to display walls equipped with dry marker boards or chalkboards. Sheet impervious floor coverings with sealed seams and a floor drain should be installed in this area, if feasible.

7.7.2 Toilets and Sink

For toddlers and pre-school children, GSA suggests the following plumbing requirements. Refer to the State and local requirements when planning the number of toilets to use in centers.

• A minimum of two toilets in the center, but not less that one toilet and two child- height-hand washing sinks in each classroom area that uses a toileting facility. Include one lavatory and one drinking fountain for every 10 children. Note: It is reasonable for two classrooms to share one toilet area.
• Toddlers: Two adult sinks at a minimum, one for diapering in the toddler room and one for food preparation.
• Preschoolers: One adult sink, one or two hand washing sinks for every 10-20 children, and one connection for water play.

These toilet areas may be used by both girls and boys and may be partially screened. They must also meet ADA requirements. If doors are provided, they should not lock. This offers some privacy but allows adult supervision. Toilet areas are to have gates or half doors at entrances and may have child-height partitioning between toilets. As with all full-height doors, these elements should have hinge protection, so that children's hands and fingers are not accidentally pinched or crushed.

An adult toilet should be located outside the older toddler and pre-school classrooms and either in or near infant and young toddler classrooms.

Classroom toilets should be placed toward the interior perimeter to leave the exterior free for access to natural light and views. They should be constructed as part of the fixed elements and, to the extent possible, should share plumbing walls with other areas requiring plumbing connections. The toilet area should be physically separated from food preparation and eating areas, and partially screened from the view of remaining spaces. Hand-washing sinks may be located within the toilet area, but are best placed in the classroom on a wall adjacent to the toilet area. This will facilitate supervision and reduce congestion in the toilet area.

Toilets are to be child-size for toddlers, but may be adult-sized for pre-school children. They must be accessible to children with special needs.

Toddler and pre-school toilet areas should have durable, water-resistant finishes and bright, cheerful lighting. Recommended flooring includes ceramic tile with integral cove base, and a ceramic tile wainscot to 3 ft. above the floor with a painted wall above.

GSA suggests the following features for the toilet area:

• For toddlers, a toilet seat height of approximately 11 inches, including the seat. Preschoolers who are four to five years old may use adult-size toilets.
• A floor drain.
• A toilet tissue dispenser next to toilet.
• Exhaust ventilation.

GSA recommended features for the hand-washing sink include:

• A sink mounted 22 inches above the floor and counters 16 to 22 inches deep, allowing children to reach controls. Junior-height wash fountains may also be used with a wash basin rim height of approximately 25 inches.
• The temperature of hot water, if used, should be controlled to a maximum of 109.4°F. Hot water heaters should be placed where they are not accessible to children.
• Soap dispensers at each sink.
• One paper towel dispenser per sink area. Metered roll dispensers are preferred. The dispenser should not have a serrated edge. Even though rolled goods are usually more economical and environmentally sensitive, some existing centers have noted that children often waste rolled goods because they lack the coordination to tear rolled paper easily.
• One freestanding pedal-operated waste receptacle per sink area. The metal receptacles should not have sharp edges.
• Waste receptacles that are not built-in.
• Safety mirrors mounted at child height.

7.7.3 Diapering Station and Storage Areas

A diapering station and diaper storage area should be included in each classroom serving infants or toddlers. Locate this area in an easily accessible, central location, but separate it from the food preparation and eating areas. Orient the diapering station so that a teacher, while diapering a baby or toddler, can maintain visual supervision of the other children, and the children can see the teacher. This component should be constructed as part of the fixed elements within the classroom to economize on plumbing connections.

The diapering station and storage area consist of a changing table, countertop with sink, waste bin, and upper storage cabinets for diapers and other supplies. All equipment and storage needed for this area must be within easy reach for the teachers at the changing table, without requiring them to move away from the infant.

The diapering station should be designed to reduce possible transmission of blood-borne pathogens. The table should be easily sanitized or sterilized, and all material contaminated with feces should be stored in a hygiene-safe manner in sealed receptacles.

Suggested equipment for the diaper station:

• Changing table: A changing table should have an impervious surface. The top surface should be at least 2.8 ft. above the floor. There must be a safety device on either side of the baby, such as a tubular rail to provide side restraint 3 inches above the surface of the mat. Since mats are typically 1 inch thick, the top of the rail should be approximately 4 inches above the surface of the changing table. The table should be 2 ft. wide and 3.3 ft. long. It should have a waterproof covered pad. There may be additional local licensing requirements.
• Hand-washing sink: The sink should have sloped sides and be within reach of the changing table. It should have hands-free or wrist-blade faucet controls. Diaper sinks should not have gooseneck faucets, because this type of faucet results in more splashing than standard faucets.
• Paper towel, soap, and rubber glove dispensers: These fixtures should be within reach of the teacher at the changing table.
• Open compartmentalized upper cabinets: These should be approximately 9 inches wide, 9 inches high, and 12 inches deep.
• Waste storage for disposable diapers in waterproof, washable containers with disposable plastic liners. The waste storage must be covered with an airtight lid. It must be within reach of the teacher at the changing table and be operable with one hand. A pedal-operated waste container may be used and placed under the counter out of reach of children. If both cloth and disposable diapers are used, separate containers should be provided.
• Movable or retractable steps to help toddlers onto the changing table. Steps are also particularly helpful for caregivers whose backs may be challenged by excessive lifting.
• Exhaust ventilation. A diapering station with exhaust ventilation free from drafts would be ideal. Recommended finishes include impervious flooring and millwork, countertops, and a wall splash. Wall surfaces adjacent to the changing table should have impervious finishes. Because disinfectants are used to clean the changing table surface, finishes must be unaffected by them.

7.7.4 Sleeping and Napping Areas

Special areas for sleeping are provided in infant rooms, and often in young toddler rooms. Infant sleeping areas should be quiet and pleasant in a somewhat separate space within the classroom where infants can sleep according to their individual schedules. Teachers must have visual and acoustical accessibility to this area at all times. Locate sleeping areas away from active areas. Separate this area with partial walls that are no more than 4 ft. high.

It is not advisable to install glass above, as this may qualify the nap area as a separate sleeping area. In that case, some licensing authorities might require a teacher to be stationed in the nap room. Allow ample space for one crib per infant, placed 36 inches apart. Recommended finishes include carpeted floor and painted walls above an impervious wainscot, a washable, glossy paint, or other washable surface. Use lighting that may be dimmed. Exterior windows may require window treatment to control direct sunlight.

A crib should be provided for each infant and young toddler. One of every four cribs should be an evacuation crib, especially constructed for this purpose, equipped with 4-inch wheels, and capable of holding and transporting up to five infants. The evacuation crib(s) should be placed closest to the emergency egress point and must be capable of easily passing through a 3-ft.-wide door. Sleeping areas should be equipped with smoke detectors. Recommended fire safety requirements for children's sleeping rooms can be found in the safety section of Chapter 10.

Older toddler and pre-school classrooms generally will not have space allocated for a sleeping area, but will provide napping cots that can be stored within the classroom when not in use. There may be cases when a few cribs are needed in a toddler classroom.

7.7.5 Nursing and Lactation Area

A quiet, semiprivate area in the infant classroom may be provided for a mother to visit and nurse her infant, or for lactation purposes. It is wise to locate this space near the sleeping area with some visual separation from the other areas of the classroom and from the circulation pathways. This space should be near a sink and be as comfortable as possible, with adjacent counter space and a carpeted floor. Furnishings should include at least one comfortable chair.

7.7.6 Food Preparation

Children usually eat in their classrooms with teachers. A food preparation area should be provided in infant and young toddler classrooms for storing and heating bottles and other prepared food brought from home.

Infant and young toddler food preparation areas should be conveniently located. Placing food preparation areas near activity areas provides teachers with clear views of the classroom. The area should be adjacent to the eating/table area and separated from the diapering station, toilet, and hand-washing areas.

The food preparation areas in classrooms may include the following heavy-duty items:

• Upper and lower washable cabinet storage. GSA recommends providing childproof latches or locks to prevent child access to any storage within reach.
• Counter area. It is wise to provide an adult-scale impervious counter, a minimum of 8 ft. long with a back splash. The top of the counter should be 2.8 ft. high. Drawer and door pulls should be non-projecting types. Hinges should be heavy duty and durable because they receive intensive use, and one cabinet should be lockable.
• Sink. The sink should have a single-lever faucet, spray hose, and garbage disposal. Limit the hot water temperature to 109.4° F.
• A bottle warmer, such as a crockpot.
• A refrigerator. Provide a minimum of 8 cubic feet of refrigerator storage and a lockable box in each refrigerator for storing medication.
• Finishes. Recommended finishes include impervious flooring and a gloss-painted wall above an impervious wainscot. Plastic laminate finishes include laminate countertop, cabinet face, and back splash. Use post-formed counters with integral coves and bullnose. Ceiling tile should have washable facing.

7.7.7 Eating/Table Area

Meal and snack times in the classroom are opportunities for children and their teachers to enjoy social interaction in small groups, much as the family might do in the home. A parent may join the child at the table to share lunch. Usually, this area is part of the open, unrestricted portion of the classroom, and is used for other activities during the day.

Small infants are held during bottle-feeding, while older infants who are able to sit may be placed in a low high chair while being fed soft foods. Traditional high chairs are not recommended due to risk of falling and tipping and the reduced opportunity for social interaction. Provide low stools for the teachers to sit on while feeding older infants. Provide a gliding chair or other comfortable chair for the teachers to sit in while bottle-feeding. Locate the infant eating space near the food preparation area, away from the open, unrestricted area where other infants may be moving about. Young toddlers may be seated at the same table. Rectangular tables may make better use of table space than round tables.

Locate eating/table areas for older children in a central location, away from toilet areas in a pleasant area with natural light and lots of displayed items of interest, such as plants. For toddlers and older children, the eating/table area is part of the general activity space.

Children older than infant age need movable chairs and tables of appropriate scale for their eating area. Storable tables might be used so the room can accommodate other activities. Each toddler and pre-school classroom should provide a separate, room-temperature drinking fountain, preferably in the eating area. Mount the drinking fountain at 1.8 ft. above the floor in a central location on a plumbing wall for toddlers. For pre-school children and in general areas, mount the fountain at 2.6 ft.

Recommended finishes for the eating/table areas include sheet vinyl flooring and a vinyl wall covering or a high-gloss, washable painted wall.

7.7.8 Child-Accessible Display

Shelving placed low to the floor allows children to see available curriculum materials and make selections. These materials may be items such as books, art supplies and equipment, manipulative toys, large or small blocks, pull or push toys, and socio-dramatic materials. GSA suggests using open shelving approximately 16 inches deep by 30 inches high for this purpose. Small items requiring further organization can be placed on this shelving in containers, such as plastic tubs, or wire or wicker baskets. Shelving can be built-in millwork or freestanding movable units. Where appropriate, shelving open on both sides should be considered, since it creates more open feeling in the classroom. If shelving backing is used, it should be attractive and useful. For instance, it may be mirrored with non-breakable reflective material. The movable units lend greater flexibility, though they should be equipped with locking casters. A combination of built-in and freestanding units will offer the best design solution. Some state, tribal, and local codes may require these units to be fixed to the floor.

7.7.9 Classroom and Teacher Storage

It is essential for classroom design to include adequate storage for the items required for a quality program. Nothing conveys a cluttered, chaotic, and shoddy impression more than inadequate storage. Storage for cots, strolling equipment, curriculum materials, and supplies is necessary. Use of doors on storage areas to be used by children should be minimized, because doors can cause finger entrapment and there is a greater possibility of an accident occurring when there is inadequate supervision. When doors are necessary for storage equipment used by children, they should have full-vision panels, and their hardware should allow a trapped child to exit when the door is locked from the outside. Alcoves without doors can function well for storing stackable cots.

GSA suggests providing some lockable storage within the classroom, with some cabinets above children's reach or behind a door to limit access. There should be one lockable cabinet in each run of cabinets. This storage area may be necessary for storing classroom equipment, materials, and supplies. Hooks and pegboards can provide easy storage of aprons and small equipment.

Other storage might include overhead cabinets or shelves in a food preparation area. It is wise to provide a lockable cabinet, above children's reach, in this area for storage of items such as medications, cleaners, and other restricted items. Medications should be stored in the refrigerator, if required, or in a locked cabinet.

7.7.10 Teacher's Storage

GSA suggests that some lockable storage be provided in the classroom for teachers to store outdoor clothing and other personal belongings. This storage may be located in the storage area or in cabinets intended for the teacher's use. Teachers may also need a closet with a rod for hanging coats and shelving above the rods.

7.7.11 Multiple-Purpose and Motor-Activity Spaces

GSA suggests providing a versatile, large, open area for activities, if space is available. Such spaces are less important where the climate is temperate and allows extensive use of the exterior with a play yard. A multipurpose space is especially important where the climate is such that the large-muscle activity that would occur typically on a playground must take place indoors. This indoor space can also be used for group gatherings or meetings.

Locating the multipurpose room near the kitchen and including a pass-through can increase the versatility of the room. Multi-purpose space should be flexible enough to offer a variety of opportunities for large-muscle activity. It also should be provided if adequate outdoor play yard space is not available in the short term, but it should never be considered an adequate permanent substitute for exterior play. Play equipment should be carefully considered to ensure that it would work well within the confines of an enclosed room. Such a room may have features such as sprinklers and pendant-hung lighting fixtures that must be accommodated. Windows are not as important in multipurpose space as they are in classrooms, although natural lighting from non-breakable skylights is highly desirable and energy efficient. It may be wise to include movable partitions and a carpeted raised area for dramatic play in the multipurpose space.

GSA suggests providing the following architectural features for multipurpose areas:

• High ceilings.
• Acoustical treatment on walls and ceilings, together with possible acoustical separation between the multipurpose room and adjoining rooms.
• Impervious flooring. If carpeted areas are desired for soft areas, they should be provided by non-slip area rugs.
• A hard, durable, washable surface as a wall finish.

The following architectural features and equipment are advisable for large motor activities:

• Play equipment. (Refer to CPSC requirements in the Handbook for Public Playground Safety).
• Protective resilient surfaces in fall zones.
• Hard-surface pathways for wheeled toys.
• Storage for equipment and supplies.

7.7.12 Sick Bay

The sick bay is used for temporary isolation of ill children until they can be taken home. In some locations a sick bay is required, but they are rarely used. Typically a sick child waits on a cot in an alcove adjacent to the center director's office, if state licensing allows, rather than in seclusion.

If the sick bay is a separate space, GSA advises locating it adjacent to the director's office or other program staff offices for uninterrupted supervision. GSA suggests that it should be near a toilet and should include a cot or bed with a nightlight. This area should have simple, pleasant, finishes that are easy to clean, and lockable storage for first aid supplies. A bookshelf for the storage of books and toys is appropriate. A view to the exterior is preferred.

7.7.13 Service Spaces

Spaces for service areas such as the kitchen, laundry, janitor's closet, and telephone equipment room should be to the rear of the facility near the service entrance and removed from children's activities. Major food staging and serving activities should be centralized in a kitchen area. The service areas, in general, should not be accessible to children, although children can be provided views of interesting activities occurring in the kitchen. For example, it is desirable to locate the multipurpose area near the kitchen, which makes it easy for children to work on cooking projects such as making cookies and placing them on baking sheets. Such an arrangement also provides a venue for group lunches and other gatherings. The kitchen should be near the pre-school classrooms, since these children are primary users of the kitchen.

7.7.14 Kitchen

The type of food service provided to the center affects the scope and size of the kitchen area. GSA does not make recommendations about standards, codes, and requirements for full commercial kitchens with deep-fat fryers, ventilation hoods, and similar equipment. If the center includes a kitchen of this type, it is recommended that a food service specialist be consulted as part of design services.

Typically, the architect-engineer should not design a commercial kitchen on a scale that may trigger the need for sophisticated venting and hood-mounted fire suppression equipment. Especially in existing buildings, this type of commercial kitchen could force expensive modifications that could affect the rest of the building. For instance, in a multi-story building, this type of kitchen may require openings through several floors as well as through the roof structure to accommodate a vent duct.

The kitchen should be accessible to service personnel, staff, and other adults. For safety reasons, children will not be in this space unless escorted by an adult whenever dangers such as hot oil are present. The kitchen should be in a central location with access to the service entrance, near the multiple-purpose area, and separate from the classrooms. GSA suggests providing the following:

• A stainless steel, three-compartment, deep sink with required plumbing and hot and cold water connections near the dishwasher and a gooseneck faucet.
• A separate hand-washing sink.
• A garbage disposal with plumbing connections.
• A floor drain.
• A heavy duty, commercial-type dishwasher.
• A commercial-type refrigerator with storage at or below 39.2°F and freezer storage at or below -0.4°F. (Many centers will require two refrigerators and one or two commercial freezers. This issue needs to be clarified during initial design meetings and depends on state and local requirements.)
• A microwave oven. This appliance should not be used for formula or baby food.
• A convection oven and range.
• A range.
• Adequate counter space (2-ft. minimum depth).
• Closed storage for dry food, equipment, and supplies on wire metal shelves above the floor.
• A recycling bin.
• Commercial-type kitchen equipment with highly washable finishes, such as stainless steel.
• A dietitian's corner with a telephone to use to order food.
• Ample, easily washed metal cabinets with interior shelving within reach of cooks.
• Stainless steel countertops and highly washable, seamless wall surfaces made for kitchens.
• Impervious, durable, easily cleaned floor finish.
• Washable ceiling finish.

GSA believes that it is vitally important to provide space for two or more stainless steel food carts. Adequate lighting, ventilation, and clearances are required. Locked storage for any hazardous materials should be provided. For food not requiring refrigeration, provide clean, dry, well-ventilated storage off the floor. Shelving in kitchen areas should not be exposed wood, as this is difficult to clean adequately. Metal wire shelving is the best choice for this purpose. Provide storage for all utensils and equipment off the floor in a clean, dry, closed space. No sewage or drainpipes should be allowed above food storage, preparation, or service areas. Ample electrical outlets with ground-fault interruption in wet areas should be provided and placed out of children's reach.

7.7.15 Laundry

GSA advises that the laundry room should only be accessible to adults. It should be located near the infant/toddler classrooms, but convenient to the food service areas. For acoustical purposes and to ensure adult-controlled access, the laundry room should be away from children's areas and have a lockable door that can be opened from inside. Ideally, the laundry room should be close to an exterior wall to minimize the run of the dryer exhaust vent to the exterior. Note that dryer exhausts contain combustible lint, which can present a fire hazard when the exhaust is excessive. Dryers must be vented separately and not combined with other building exhaust systems.

Recommended equipment includes a heavy-duty residential-type washer and dryer. Large centers may require additional equipment. GSA suggests an electrical power outlet, venting, plumbing connections, floor drain, deep sink, and millwork with closed, lockable storage. If space and budget allow, it is desirable to include a dishwasher in this area to wash toys that are often soiled by children. There should be a counter for folding clothes and wall lockable cabinets for cleaning supply storage.

7.7.16 Janitor's Closet

Service personnel and staff can use this space for storing janitorial supplies and equipment. GSA suggests a mop sink with plumbing connections and storage for pails, mops, vacuums, and related cleaning supplies and equipment. The door should have a lock that can be opened from the inside and cabinets with locks for cleaning supplies. Exhaust ventilation is recommended. The closet should be provided with proper fire detection devices according to the code.

7.7.17 Service Entrance

A key-access service entrance is usually needed by service personnel to deliver food and supplies and for trash removal. This entrance should be accessible to maintenance and kitchen staff. GSA suggests locating the entrance next to service areas, away from the front entry and childrens activity areas.