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

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CHAPTER 6: SITE DESIGN � Tire chips have good resiliency and are relatively inexpensive, but can leave black marks on shoes and clothing. They have proven problemmatic and are not recommended, unless there is assurance that problems cannot occur. They also require maintenence to ensure that proper depths are maintained. � Ensure that manufactured resilient mats will retain slip resistance when wet and are tightly installed so as not to cause tripping hazards. � Artificial turf alone does not have the resiliency for “fall zones” and can be abrasive and convey an ugly, unnatural impression. This material is not recommended for use as a play yard surface. 6.7.7 Hard Surfaces: Hard surfaces should be provided in areas for wheeled riding, and game court areas, and on some all-weather pathways such as for wheelchair access. Hard surfaces are used for their durable, low-maintenance properties. Examples of hard surface materials are concrete, asphalt, stone, or masonry pavers. The durability of each material will vary based on factors such as the method of installation and the thickness of the surface material. Surfacing concrete in particular, with 10 mm of rubberized surfacing, is highly recommended to minimize abrasions. The severity of weather will affect all paving surfaces, but cast-in-place concrete over a well-compacted subgrade is the most durable, maintenance-free paving material for hard surface areas, although it should be finished to be non-slip. Asphalt paving is an acceptable alternative to concrete in vehicular areas, but degrades more quickly than concrete. Masonry pavers make a durable surface and have numerous options for patterns. Consider the following: � The use of pavers may introduce joints and textures in the paving surface that can become uneven over time if they are not laid over a concrete base. Uneveness may present a tripping hazard. Depending on the method of installation, the cost of the surface will vary. Asphalt usually will be the least expensive and stone or masonry pavers the most expensive. Again, it is possible to use a variety of surface configurations and materials to increase the impression of “naturalness” in the play yard. Specifications and supervision to ensure excellent compaction will greatly affect the serviceability of the surface material. 6-10 � Materials used for pathways must allow for use during inclement weather. Acceptable materials include concrete, asphalt, stone or masonry pavers, rubberized surfaces, rubber matting, or wood chips. The edge of pathways should not create trip hazards, and may need to be tapered for transitions. Any surface must allow access by those in wheelchairs. � The main entrance pathway must be paved. Gravel and loose stone are not recommended for any walkway surfaces since children may put them in their mouths or may throw them. Smooth surfaces provided for wheeled toys should not have joints wider than 12 mm because they may cause toys to tip. 6.7.8 Grass/Turf Surfaces: Grass/turf is desirable for open play areas but is not appropriate in “fall zones.” This surface is seasonal, and is not suitable during periods of rainfall or snow. Exposure to grass/turf allows children to experience natural materials and provides a pleasant texture to play on, but requires constant maintenance and may need an irrigation system. The designer should consider using under-turf products to minimize turf root compaction, which is a major cause of grass detenuation. There must be supervised access for maintenance of the play yard by facility maintenance teams. PBS-140 - July 2003
CHAPTER 7: INTERIOR SPACE DESIGN PBS-140 - July 2003 7.1 General Information 7-1 7.1.1 Entry and Circulation 7-1 7.1.2 Staff Areas 7-1 7.1.3 Classrooms 7-1 7.1.4 Common Areas 7-1 7.1.5 Service Areas 7-1 7.1.6 Entrance and Circulation 7-1 7.1.7 Exterior Transition Spaces 7-2 7.1.8 Vestibule 7-2 7.1.9 Reception 7-2 7.1.10 Main Circulation 7-2 7.1.11 Staff Spaces 7-4 7.1.12 Director’s Office 7-4 7.1.13 Parent/Teacher Conference Room 7-4 7.1.14 Staff Lounge 7-5 7.1.15 Staff Toilet 7-5 7.1.16 Central Resource Storage 7-5 7.2 General Concepts for Classroom 7-5 Design 7.2.1 Classroom Areas 7-5 7.2.2 The Classroom Location 7-7 7.2.3 Classroom Size 7-7 7.2.4 Separation of Spaces 7-7 7.3 Scale 7-8 7.4 Architectural Form 7-8 7.5 Component Areas of 7-10 Classroom 7.5.1 Classroom Entrance Areas 7-10 7.5.2 Cubby Storage Area 7-10 7.5.3 Infant and Young Toddler 7-10 Cubbies 7.5.4 Older Toddler, Pre-School, and Kindergarten Cubbies 7-10 7.5.5 School-Age Lockers 7-10 7.5.6 Open Activity Area 7-10 7.5.7 Activity Area for Infants 7-11 7.5.8 Activity Area for Toddlers 7-12 7.5.9 Activity Area for Pre-School 7-12 Children 7.5.10 Activity Area for School Age 7-12 Children 7 7.6 Lofts/Platforms 7-13 7.6.1 Infant Lofts and Platforms 7-13 7.6.2 Toddler and Pre-School Lofts and Platforms 7-13 7.6.3 Art Sink 7-14 7.6.4 Toilets and Sinks 7-14 7.6.5 Diapering Station and Storage Area 7-15 7.6.6 Sleeping and Napping Areas 7-16 7.6.7 Nursing and Lactation Areas 7-17 7.6.8 Food Preparation 7-17 7.6.9 Eating/Table Area 7-18 7.6.10 Child-Accessible Display 7-18 7.6.11 Classroom and Teacher Storage 7-18 7.6.12 Teacher Storage 7-18 7.6.13 Multi-Purpose and Large Motor Activity Spaces 7-19 7.6.14 Sick Bay 7-19 7.6.15 Service Spaces 7-19 7.6.16 Kitchen 7-19 7.6.17 Laundry 7-20 7.6.18 Janitor’s Closet 7-21 7.7 7.6.19 Service Entrance Mechanical/Electrical/ Telephone Equipment 7-21 7-21 7.8 Design Features to Avoid 7-21
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U.S. General Services Administratio
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Table of Contents Chapter 1: INTROD
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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 52 and 53: CHAPTER 6: SITE DESIGN The arrangem
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 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
Page 83 and 84: electrical power outlet, venting, p
Page 85: CHAPTER 8: FURNISHINGS AND EQUIPMEN
Page 88 and 89: CHAPTER 8: FURNISHINGS AND EQUIPMEN
Page 99 and 100: CHAPTER 9: INTERIOR FINISHES This c
Page 101 and 102: 9.3.2 Floor Finishes: � Carpet: M
Page 103: CHAPTER 10: TECHNICAL CRITERIA PBS-
Page 106 and 107: CHAPTER 10: TECHNICAL CRITERIA 10.1
Page 108 and 109: CHAPTER 10: TECHNICAL CRITERIA �
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CHAPTER 10: TECHNICAL CRITERIA Pres
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CHAPTER 10: TECHNICAL CRITERIA 10.7
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CHAPTER 10: TECHNICAL CRITERIA When
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CHAPTER 10: TECHNICAL CRITERIA 10.1
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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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PBS 140 Child Care Center Design Guide - The Whole Building ...

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