PBS 140 Child Care Center Design Guide - The Whole Building ...
PBS 140 Child Care Center Design Guide - The Whole Building ...
PBS 140 Child Care Center Design Guide - The Whole Building ...
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outside corners that pose hazards to children who may run into them.<br />
Curved or obtuse angled partitions should be considered instead. 25<br />
mm rounded outside corner drywall beads should be used. <strong>The</strong> designer<br />
must keep in mind that visibility of all areas within the classroom is a key<br />
factor, so avoid creating “blind” areas that would make teacher supervision<br />
difficult.<br />
� Locate plumbing fixtures in one area: Elements with plumbing connections,<br />
such as toilet areas and art sinks, should be grouped together<br />
for more efficient construction where possible. Food preparation must<br />
be separated from diapering and toilet areas, though it can be placed on<br />
the opposite side of partitions with plumbing.<br />
� Provide ample display space: Provide a significant amount of classroom<br />
wall display area at children’s height for display of art work and<br />
projects. Include devices for display of artwork that do not involve tacks<br />
(because they are dangerous around young children) and tape (because<br />
it can damage the finish of partitions). Display of the children’s artwork<br />
is an indication of a successful child care center, where children’s art<br />
and development are valued.<br />
� Preserve inside corners: Corners within the classroom offer opportunities<br />
to create differentiated areas. Retain inside corners, and use the<br />
features such as low partitions in back of cubbies to create the nurturing<br />
corner spaces.<br />
� Provide natural light: <strong>The</strong> successful use of natural light benefits centers<br />
by reducing total energy use for lighting while improving the indoor<br />
environment and child well-being. Data from two studies on school environments,<br />
which have similar characteristics to child care centers,<br />
demonstrate the potential for these benefits:<br />
Daylit schools saved an average of $0.27/SF in energy costs over<br />
non-daylit schools. (Source: Energy Performance of Daylit Schools,<br />
Innovative <strong>Design</strong>, NC.)<br />
Students from classrooms with more natural light scored up to 25% higher<br />
on standardized tests than other students in the same school district.<br />
(Source: Study by Heschong Mahone Group, CA.) For specific technical<br />
requirements related to windows and daylighting, see section 10.7.<br />
� Provide views for children: Views allow children to be aware of their<br />
surroundings and the world beyond the center. Views should be provided<br />
to the outside, particularly to the play yards. Views to atria and<br />
planters, common spaces, other classrooms, and circulating pathways<br />
also are of benefit. Windows should be located at sills low enough for<br />
<strong>PBS</strong>-<strong>140</strong> - July 2003<br />
CHAPTER 7: INTERIOR SPACE DESIGN<br />
children to see out of them, yet should allow small-scaled furniture to be<br />
placed beneath them.<br />
� Provide visibility to the staff: Teachers must have an unrestricted<br />
view of the children at all times, both within the classroom and in the<br />
play yards. Views must be provided between classrooms and other<br />
spaces in the center. Any interior doors, with the exception of adult and<br />
school-age toilet areas, must have visibility panels. Dutch doors are not<br />
recommended as they pose a hazard for finger pinching. Partial walls<br />
and interior glazing allow visual supervision and allow children to be<br />
aware of others in the center. Partitioning at the sides of toileting areas<br />
should be no higher than 1070 mm to allow supervision of children<br />
younger than kindergarten; 1370 mm for kindergartners.<br />
<strong>The</strong>re must be gates with view panels in infant and toddler classrooms to<br />
prevent children from accessing kitchen and diaper areas.<br />
� Zone classroom space to separate active and quiet activities: Use<br />
variations in ceiling height, floor height, wall configuration, light levels,<br />
finishes, and open areas to modulate perceived activity levels within the<br />
different areas of the classroom. Zone high-activity areas, such as the<br />
entrance, eating/table areas, and the exit to the play yard, away from<br />
areas intended for sleeping and quiet activities. Likewise “messy” areas<br />
and “clean” areas should be considered by the designer and zoned<br />
to provide appropriate separation.<br />
Figure 7.9: Quiet and Active Areas<br />
ACTIVE<br />
HIGH CEILINGS<br />
HIGH LIGHT LEVELS<br />
RESILIENT SURFACES<br />
BRIGHTCOLORS<br />
ACOUSTICAL<br />
REFLECTIVE<br />
LOWER CEILINGS<br />
LOWER LIGHT LEVELS<br />
SOFT SURFACES<br />
SUBDUED COLORS<br />
ACOUSTICAL ABSORBENT<br />
QUIET<br />
7-9