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

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CHAPTER 6: SITE DESIGN The arrangement should minimize the risk to pedestrians and allow safe flow of vehicles through the area. The parking should never be arranged in a way that forces children or persons in wheelchairs to proceed behind parked cars. Such an arrangement may mean that a driver is unable to see such pedestrians when backing up. Walkways in front of vehicles must be protected by tire guards, bollards or some other means to prevent any portion of a vehicle from advancing into the walkway zones. Locate the parking away from busy intersections or vehicle circulation routes. For emergency purposes, at least one parking space, typically for the center director’s use must be provided as near to the center entrance as possible. If Federal employee parking is provided at the building, allow one parking space for each child care center employee for every ten children of center capacity. Disabled employees must be accommodated with a properly sized parking space(s) as near to the center as possible. As the site configuration and location allow, the employee parking spaces should be located as near to the center as possible for safety and ease of access. (It should be noted that, in winter months particularly, staff members may be required to leave the center after dark, when most other employees will have already left the premises.) Ideally, an unobstructed line of sight should be provided between the interior of the center director’s office through the center entrance and into the short term parking. At a minimum, two permanent parking spaces will be assigned to the child care center. Note that in rare cases, permanent parking will not be available. If two permanent spaces cannot be provided, approval must be obtained from the RCCC to waive the requirement. This does not change the need for identifying reserved parking spaces as near to the center as possible for short-term parking for parents. Parents are required to physically bring their child(ren) into the center to “sign in,” and to pick up their child(ren) inside the center and “sign out.” The reverse is true in the evening. The center usually opens at 6:30 AM and fills on a bell curve that peaks around 10 AM when the building will be at maximum preschool/infant/toddler capacity. Staff will arrive for work only as an increased number of children fill the building. In the evening, teachers will remain only as long as necessary to maintain the required staff to child ratio. A completely full building will be extremely rare due to illnesses or family vacations. In addition, many of the children in the facility will have a sibling enrolled at the center, further reducing auto traffic. The average time for loading and unloading (parking time) is seven minutes. In the absence of actual data, the following formula may be used: 6-2 Formula: Full capacity x .7 / 8.57 = minimum number of drop off spaces Additional parking should include spaces for staff vans and handicapped. Staff parking should be provided for 80% of employees required at peak capacity. Accessible parking spaces may be considered as staff or drop off spaces. The employee parking area should be designed to minimize dependence on conventional automobiles, by maximizing the following strategies enumerated in the LEED Version 2.0 Credit on Alternative Transportation: � Size parking capacity not to exceed minimum local zoning requirements. � Add no new parking for rehabilitation projects. � Provide preferred parking for carpools or van pools capable of serving 5% of the building occupants. � Provide suitable means for securing bicycles, for 5% or more of building occupants. � Consider also the installation of alternative-fuel refueling station(s) for 3% of the total vehicle parking capacity of the site. This may be feasible if combined with the fueling needs of a larger campus. As in any other work place, staff may chose to travel to work by a number of means. Other features to assist those choosing to commute via bicycle (secure bicycle parking), public transportation (close and safe passage to bus or metro stops), or carpool (designated preferred parking spaces) must be provided to serve at least 5% of the adult building occupants. 6.2.3 Service: Service access to a center will typically make use of the main building dock space and service access if the main building provides these areas. In a stand-alone center, a dock is not necessary. Service access for sanitation removal, food and supply delivery, if these are not provided by the main building, should be separated from short-term and staff parking. Likewise, a sanitation dumpster with screening may be necessary if this service is not provided by the main building. One service parking space is desirable to avoid conflicts in deliveries if possible in the context where the center is located. The ventilation system design should ensure that emissions from vehicles at the service entry are isolated from the indoor air of the occupied space of the child care center. 6.2.4 Security: A prime area of concern in the establishment of a child care center is security. The design team must coordinate with local representatives of GSA’s Fed- PBS-140 - July 2003
eral Protective Service about its recommendations at the earliest stages of planning and design. These early security decisions are critical and the RCCC must be included in these discussions. The center should be separated from public areas by buffer zones and barriers, such as fences or screens, particularly in high-security-risk areas. The designer may create buffer zones with open turf areas, or with rows of trees, perimeter hedges, or berms, or any combination of these. Buffer zones are useful because they offer the center staff the time to observe individuals as they approach the center through the buffer zone. In addition, they help shield children from unwanted wind, noise, and other disruptions. The center location and local conditions may necessitate the use of fences and screens to block views from outside the center. These must be sensitively designed to enhance the way the center relates to its context. 6.3 Concepts for Play Yard Design The activity spaces provided for children in play yards are largely determined by the initial landscape architectural features incorporated into the play yard. Individual play areas within the overall play yard should offer a range of developmentally appropriate activities for social, emotional, intellectual, and physical development. All play areas must be designed according to the guidelines set forth in the most recent publication of the Handbook for Public Playground Safety by the U.S. Consumer Product Safety Commission. In addition play areas must comply with: � The latest ASTM F1487-01-F15.29 Standard Consumer Safety Performance Specifications for Playground Equipment for Public Use � The latest ASTM F1292-99 Standard Specification for Impact Attenuation of Surface Systems under and around playground equipment � The latest ASTM F1951-99 Standard Specification for the determination of accessibility of surface systems under and around playground equipment � The latest ASTM F2049-00 Guide for Fences/Barriers for Public, Commercial and Multi-Family Residential Use Outdoor Play Areas; � 36 CFR Part 1191 The Americans with Disabilities Act (ADA); � Architectural and Barrier Compliance - latest of all applicable Sections; � Uniform Federal Accessibility Guidelines (UFAS) for General Services Administration PBS-140 - July 2003 CHAPTER 6: SITE DESIGN � American Academy of Public Health Association Academy of Pediatrics-Caring for our Children/Out of Home Child Care Programs 2002; and � The latest NAEYC Requirements. Play yards should serve as extensions of classroom spaces, especially where temperate climate allows an easy flow of children and staff into the exterior space on a regular basis. Play yards should be integrated, to the greatest extent possible, into the overall design of the center. Within a central play yard, separate play areas are recommended for each age group of children. Some states require a separate fenced play yard for infants and toddlers. Even without such complete separation, individual play areas within the overall play yard can be developed to serve each of the following age classifications if provided by the center: �� Infants �� Toddlers �� Pre-school �� School-age Within the play areas, spaces should be developed to support and promote each of the following activity types: �� Sand/Water Play �� Dramatic Play �� Large Motor Play (Climbing / Wheeled Toys) In addition, equipment storage which is directly accessible from the play yard must be provided. Walk-off mats at every entry point from the play yard to the building must be provided. 6.4 General Design Concept Areas within the play yards should be zoned by activity type, age group, and landscape character. Play areas for infants and toddlers must be physically separated from play areas for older children while retaining some visual tie. Typically, fencing with no sharp edges is to be used to separate the play areas. It should terminate 1000 mm above the ground and below any portion of it should be visually compatible with the perimeter fence or wall. The tops of fencing and spacing of pickets must present no hazard to children or adults. Picket spacing can be no more then 3.5 inches apart. 6-3
Page 1: U.S. General Services Administratio
Page 5: Table of Contents Chapter 1: INTROD
Page 8 and 9: ACKNOWLEDGEMENTS Playgrounds for Yo
Page 11 and 12: CHAPTER 1: INTRODUCTION TO THE GUID
Page 13 and 14: management policies affecting cente
Page 15: Organizing Committee - The committe
Page 19 and 20: CHAPTER 2: MISSION, GOALS, ADMINIST
Page 21 and 22: Academy of Early Childhood Programs
Page 23: CHAPTER 3: ADULTS AND CHILDREN IN T
Page 26 and 27: CHAPTER 3: ADULTS AND CHILDREN IN T
Page 35 and 36: CHAPTER 4: NAEYC AND OTHER STANDARD
Page 37 and 38: on site, or brought from home. In m
Page 39: CHAPTER 5: PLANNING FOR SPACE AND L
Page 42 and 43: CHAPTER 5: PLANNING FOR SPACE AND L
Page 49: CHAPTER 6: SITE DESIGN PBS-140 - Ju
Page 54 and 55: CHAPTER 6: SITE DESIGN Tops of fenc
Page 56 and 57: CHAPTER 6: SITE DESIGN can result i
Page 58 and 59: CHAPTER 6: SITE DESIGN � The fenc
Page 60 and 61: CHAPTER 6: SITE DESIGN � Tire chi
Page 63 and 64: CHAPTER 7: INTERIOR SPACE DESIGN Th
Page 65 and 66: The main circulation serves as a co
Page 67 and 68: 7.1.14 Staff Lounge: The staff use
Page 69 and 70: � Open, unrestricted activity are
Page 71 and 72: outside corners that pose hazards t
Page 73 and 74: and materials, movable panels and d
Page 75 and 76: � School-age children require amp
Page 77 and 78: views. They are constructed as part
Page 79 and 80: Figure 7.3: Infant Room Spatial PBS
Page 81 and 82: use. A teacher closet with a rod fo
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Page 85: CHAPTER 8: FURNISHINGS AND EQUIPMEN
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Page 99 and 100: CHAPTER 9: INTERIOR FINISHES This c
Page 101 and 102: 9.3.2 Floor Finishes: � Carpet: M
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CHAPTER 10: TECHNICAL CRITERIA PBS-
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CHAPTER 10: TECHNICAL CRITERIA 10.1
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CHAPTER 10: TECHNICAL CRITERIA �
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CHAPTER 10: TECHNICAL CRITERIA Pres
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CHAPTER 10: TECHNICAL CRITERIA When
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PBS-140 - July 2003 APPENDIX A Metr
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APPENDIX B Botanical Common Toxic P
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APPENDIX B Botanical Common Toxic P
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APPENDIX B NON-TOXIC PLANTS No evid
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APPENDIX C Greater Southwest Region
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APPENDIX D D-2 Child Care Facility
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APPENDIX D D-4 (Name of center) D.2
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PBS-140 - July 2003 APPENDIX E Sust
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PBS-140 - July 2003 APPENDIX F ACCE
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Entrances � No children’s requi
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PBS-140 - July 2003 APPENDIX F F-5
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Toilet Stalls � Toilets and toile
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Alarms � Care must be taken to pr
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APPENDIX G Ask for proposals from 3
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INDEX Cleanouts 10-8 Closed circuit
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INDEX Natural light 5-3 , 7-9 , 7-1
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GSA Public Buildings Service Office
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