PBS 140 Child Care Center Design Guide - The Whole Building ...

CHAPTER 3: ADULTS AND CHILDREN IN THE CENTER
available to them in an environment which is safe, durable, and interesting
without overstimulating the children.
These children arrive at the classroom with their parents and, after storing
their outdoor clothing and personal items (perhaps using a satchel or
backpack), they begin their day in the center. The pre-school classroom
needs large, bright, unrestricted spaces, as well as intimate, quiet areas
with soft materials.
Pre-school children usually need a nap or quiet time. This normally occurs
in the classroom space on cots or mats that are stored when not in use.
Mealtime is an opportunity for social interaction as the children and their
teachers gather around tables in the classroom to eat snacks and lunch.
Children at this age are actively exploring their environment; exercising
large muscle skills by running, jumping, galloping, riding wheeled toys, and
playing various ball games. The pre-school classroom requires a large
amount of architecturally unrestricted available space which teachers and
children can divide into smaller learning environments. The number of
children in the group and the type of activities in which they are involved
impact this space requirement. Because they have typically become more
independent, they tend to initiate their own activity by accessing appropriate
materials and by displaying their own work.
Other activities for this group are dramatic play, music, painting, puzzles,
block play, and storytelling. Children are involved in projects, including art,
manipulative play, simple food preparation, elementary math, problem
solving, science, and gardening.
Pre-school children will spend a lot of time in their outdoor play yard as
weather permits and also in a multiple-purpose space, if provided. They
will participate in many of the same activities in the play yard as those
pursued in the classroom. Children will also go on field trips outside the
center, either walking with their teachers or being transported.
3.3.5 Kindergarten:
Kindergarten classrooms, when provided, will have a layout similar to the
pre-school classroom except provide separate, accessible boys and girls
toilet facilities with partitioning for privacy if more then one is provided. Local
licensing requirements must be met. Note that in some states, separate
toilet facilities are required for children 48 months and older. It is the designer’s
responsibility to ascertain local requirements.
3-6
3.3.6 School-Age Children:
School-age children come to the center for before/after-school care and,
holiday and summer programs. Their needs differ from pre-school children,
and the area of the center devoted to them should reflect those differences,
including the need for separate male and female toilet facilities.
This group can have as many as 20 to 24 children with 2 teachers. Their
classroom, and ideally even its entrance, should be somewhat apart from
the other classrooms. The area should include appropriately scaled
furnishings and equipment, and a slightly more sophisticated “clubhouse”
atmosphere.
School-age children spend their time in the center involved in developmentally
appropriate activities. They may eat or snack, do homework, enjoy audiovisual
entertainment, play games, and participate in active games and outdoor
sports. Children coming to the center from a full-day school program need
space that is homelike and comfortable, that provides areas for both quiet
activities and more active play.
After-school programs require a separate classroom, but not one necessarily
contiguous with the rest of the center. Summer programs for school-age
children may utilize a flexible area within the center, such as the multiple
purpose space. The summer group is taken on many excursions outside
the center and generally utilizes the center space only for the beginning and
end-of-day portion of their program. The needs of this age group can be
accommodated by providing:
� Adequate space for storage of children’s personal belongings.
� Low shelving for teaching materials, toys and manipulatives.
� Generous amounts of impervious floor area under eating and messy
project areas.
� Corners left unencumbered by storage so they can be used as interest
areas, “retreats”, or for activities.
� A loft that presents physical challenges as well as a “place apart” for
gathering of small groups.
PBS-140 - July 2003