Furnishings and Equipment

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Furnishings and Equipment

Head Start Design Guide

Interior spaces including entry and circulation areas, staf rooms, class rooms,

common areas, and service areas are addressed as specic elements within thecenter design process. All o these components are considered in this chapter rom

the Head Start Design Guide. his resource can !e used !y program directors and

mem!ers o the agency"s acilities planning team.

he ollowing is an e#cerpt rom the Head Start Design Guide.

$.% General Inormation

$.%.% &ntry and 'irculation

$.%.( Staf Areas

$.%.) 'lassrooms

$.%.* 'ommon Areas$.%.+ Service Areas

$.%. &ntrance and 'irculation

$.%.$ terior ransition Spaces

$.%.- esti!ule

$.%./ 0eception

$.%.%1 2ain 'irculation

$.%.%% Staf Spaces

$.%.%( Director"s 34ce

$.%.%) 5arent6eacher 'onerence 0oom

$.%.%* Staf 7ounge

$.%.%+ Staf 7avatory$.%.% 'entral 0esource Storage

$.( General 'oncepts or 'lassroom Design

$.(.% 'lassroom Areas

$.(.( 'lassroom 7ocation

$.(.) 'lassroom Si8e

$.(.* Separation o Spaces

$.) Scale

a!le $.) 9 5hysical Dimensions o 'hildren

$.* Architectural :orm

$.+ 'lassroom 'omponent Areas$.+.% 'lassroom &ntrances

$.+.( 'u!!y Storage Area

$.+.) Inant and ;oung oddler 'u!!ies

$.+.* 3lder oddler and Head Start 'hildren"s 'u!!ies

$.+.+ 3pen Activity Area

$.+. Activity Area or Inants

$.+.$ Activity Area or oddlers
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$.+.- Activity Area or Head Start 'hildren

$. 7ots and 5latorms

$..% Inant 7ots and 5latorms

$..( oddler and 5reschool 'hildren"s 7ots and 5latorms

$.$ 3ther Areas

$.$.% Art Sinay

$.$.%) Service Spaces

$.$.%* ?itchen

$.$.%+ 7aundry

$.$.% @anitor"s 'loset

$.$.%$ Service &ntrance

$.- 2echanical6&lectrical elephone &uipment

$./ Design :eatures to Avoid

his chapter provides concepts and criteria or the design o the interior spaces o a

Head Start center. Area categories include entry and circulation areas, staf rooms,classrooms, common areas, and service areas.

7.1 General Information

Spaces within the center can !e separated into three maBor typesC % the classroom

and common use areas or childrenE ( the staf areas or teachers and

administratorsE and ) the service areas or servicing the center. he entries to the

center and main circulation pathways uniy these areas. Descriptions or each space

type are as ollows. See 'hapter / or nish recommendations.

7.1.1 Entry and Circulation

he entry includes the transition space, vesti!ule, and reception area where

parents, teachers, children, and visitors enter the acility. he main circulation

provides pathways !etween discreet unctional spaces.

7.1. Sta! "reas
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Staf areas include the director"s o4ce, assistant or secretary"s wor< space, staf

lounge and wor< area, staf toilet, parent6teacher conerence area, and central

resource storage.

7.1.# Classrooms

'lassrooms or inants, toddlers, and Head Start children are specic to the group

using the space. >est practice indicates that these classrooms must have a variety

o spaces to support the children"s care and developmentally appropriate activities.

Architecturally dened spaces within classrooms include the entrance, cu!!y

storage, classroom and teacher storage, diapering station and storage, toileting and

hand washing, sleeping, nursing, and ood preparation. he classroom should have

an art sin


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An entrance door gla8ed with saety glass provides ull visi!ility or children

and adults.

&ntryway visi!ility o classrooms and interesting displays or children can help

to ensure a smooth transition at arrival time.

A reception des< that allows children to see the adult sta4ng reception, i

one is reuired. Fypically centers with a population o $* or more might have

a reception des< to monitor access to the center. he reception des< should

!e simple not a high counter. =ote that the need or a reception des< should

!e discussed during design development !ecause this eature is oten

underutili8ed in e#isting centers.

he main entrance should !e in close pro#imity to an adult lavatory or use

!y parents and staf.

3ther points o entry or the acility include service entry access to the play yards

and the classrooms. he main entry should include an e#terior transition area, or a

covered !ench or good9!yes, shoe9tying and other child6parent interactions. Ideally,

the entry that conorms to ADA dimension reuirements would include a vesti!ule

or energy conservation and a reception area. Secondary entries should have

transition areas !ut do not reuire thermal vesti!ules. Depending on the climate,

porches or mudrooms can serve this purpose. In spaces that are di4cult to monitor,

re egress doors should !e alarmed.

7.1.7 E(terior )ransition Spaces

0ough te#tured ground suraces com!ined with landscaping that


5/37

5rovide views o the short9term9par


6/37

circulation. here should !e at least one accessi!le drin


7/37

7.1.11 Sta! Spaces

Staf areas usually include the ollowing spacesC

Director"s o4ce

Assistant"s or secretary"s wor< space

5arent6teacher conerence area

Area or amily wor


8/37

director"s o4ce or the staf lounge. It should have data connect ca!les and Bac


9/37

small9scale storage within the classroom. his storage is typically wall9mounted

ca!inets in the classrooms. he !ase o these securely anchored ca!inets must !e

no lower than *.+ eet a!ove the nished oor !elow.

he storage room should have open shelving, loc


10/37

separate use areas.

A well9euipped classroom or particular age groups should have the ollowing

areasC

Inant 'lassroom

&ntrance

'u!!y storage

'lassroom and teacher storage

Adult lavatory within the classroom Fpreera!le !ut no more than )) eet

rom the inant classroom entry

Diapering station and storage

Sleeping6cri! area

=ursing area

&ating6ta!le area

:ood preparation area

3pen activity and crawling area or play and development

;oung oddler 'lassroom

&ntrance

'u!!y storage


Adult lavatory within %1 meters o entry

Diapering station and storage

'hildren"s toilets and sin


11/37

'ot storage

3lder oddler 'lassroom

&ntrance

'u!!y storage


'hildren"s toilets and sin


12/37

>loc< area F* suare eet minimum located away rom main circulation

'ot storage

Separate male6emale child9si8ed toilets should comply with ADAAG and with :AS.

I this is a pro!lem, the designers should insure that the doors are low enough F+/

inches ma#. to allow adult supervision.

I windows are installed, they should !e located to allow adult supervision o the

classroom.

he proper 8oning o classrooms is critical to the success o the center. he designer

and users should consult at length.

General classroom design principles include the ollowingC

Discreet unctional areas need to !e included in the design o the classroomeven though they may !e created primarily with urniture.

=oisy and active areas need to !e away rom uiet areas.

he circulation rom euipment such as slides should ow away rom activity

centers.

>loc< play is an essential activity and areas must !e provided where !loc


13/37

!e reerenced. Inants and young toddlers must have classrooms separate rom

other age groups. he design should allow or uture e#pansion in all centers.

7..$ Separation of Spaces

Solid or gla8ed partitions at ull height, doors, casewor


14/37

hile areas o high ceilings in a classroom may !e desira!le, height must !e

modied in spaces that the child perceives as too high to have a residential

character For e#ample, -+ percent o the room is over %% eet high.

'onsider using pendant lighting or ceiling ans hung no lower than $.+ eet a!ovethe occupied oor area !elow. 5endant tas< lighting over #ed elements may hang

as low as +.+ eet as long as headroom is not reuired or passage. 'hoose ans to

improve air ow and energy e4ciency with rotation that can !e reversed. Aside

rom the o!vious mechanical and lighting enhancements that these strategies

provide, they also help tailor spaces to children"s spatial perceptions. In addition,

this provides the opportunity to hang !anners and create trellis ceilings over activity

areas. It is important to ensure that they do not interere with the unction o the

sprinI0H .+ %.1 (.1 ).1 *.1 +.1

>3D; 7&=GH (1.1 (.* )1.1 )*.* )-.1 *%. *+.$

H&AD 7&=GH *./ +./ ./ $.+ $.$ $.- $./

H&AD IDH ).- *.$ +.( +.+ +. +.$ +.$

H&AD 'I0'2:&0&='& (%./ %$.) %-. %/. %/. %/./ (1.%

0=? 7&=GH -.) %%. %(. %). %*.) %+.1 %+.)

SH37D&0 IDH +./ $.1 -.1 -.- /.) /.$ %1.1

'H&S 'I0'2:&0&='& %).1 %$.( %-.$ (1 (1.+ (1.- (%.$

A>D32I=A7

'I0'2:&0&='&=6A %.% %$.+ %-.( -.+ (1.) (1.*

5&7I' IDH *. *. +.% +.$ .( .) $.)

A02 7&=GH $. %1.1 %(.1 %*. .* %.$ %/.-

HA=D 7&=GH =6A =6A ).- *.( *.$ *./ +.1


15/37

HA=D IDH %.* %. %.$ %./ (.1 (.1 (.(

7&G A=D HIGH 7&=GH . -.( /. %(.( %*. %$.( ((./

SII=G H&IGH =6A %$. %/.( (%.( ((.+ ().+ (*.+

?=&& IDH %.+ =6A (.+ (. (.$ (.$ (.$

&IGH I= 53=DS $.+ %.$ ((.1 (-.1 )(.1 )-.1 *).1

?=&& 5I3 3 :7330 =6A =6A =6A /. %1.* %%.) %(.+

?=&& IDH %.+ =6A (.+ (. (.$ (.$ (.$

SourceC Anita 0. 3lds, 5h.D., Architectural 5rototype Document, 'ommonwealth o

2assachusetts, %/-$E Difrient, =., illey, A.0., and >ardagly, @.'., Humanscale %6(6)

2anual, 'am!ridgeC 2I 5ress, %/$*E Society o Automotive &ngineers, Inc.,Anthropometry o .S. Inants J 'hildren, 2ichiganC %/$+.

he height o windowsills and counters depends upon the age o the children using

the space. 7eave %.+ eet !eneath windowsills Fmeasured to the classroom nish

oor so that urniture and euipment can !e placed easily along e#terior walls.

Storeront9type windows starting at the nished oor are not desira!le.

Any urnishings and euipment or children should !e child9scaled. 'ountertop

height and reach depth should provide children with the opportunities to use them

unassisted.

'onsideration should !e given to the adults using the space. 'enter design should

!e !oth adult and child riendly. =ot all elements should !e reduced in scale. Door

loc


16/37

he maBority o the space should !e ree o constructed elements, and urniture

arrangements should !e used to create reuired unctional areas.

he ollowing guidance applies to architectural ormC

ary ceiling heights to dene areas, disperse light, and create interest. Higherceiling heights oten encourage greater activity levels. 7ower ceilings support

uiet activities. he pro!a!ility o higher construction costs must !e

considered in determining the e#tent o ceiling variation.

ary oor levels to create riser lots and low platorms. Sun


17/37

M1.($6S: in energy costs over non9daylit schools. FSourceC &nergy

5erormance o Daylit Schools Innovative Design, ='

5rovide views or children to increase their awareness o their surroundings

and the world !eyond the center. iews should !e provided to the outside,

particularly to play yards. iews to atria and planters, common spaces, otherclassrooms, and circulating pathways also !enet children. indows should

!e located at sills low enough or children to see outside and yet should allow

placement o small9scaled urniture !eneath them.

5rovide visi!ility so teachers have an unrestricted view o the children at all

times in the classrooms and play yards. iews should !e provided !etween

classrooms and other spaces in the center. Any interior doors, with the

e#ception o adult lavatories, should have visi!ility panels. he top sash o a

Dutch door should !e secured when in the open position. Interior gla8ing

allows visual supervision and lets children see others in the center. 5artitions

at the sides o toilets should !e no higher than ).+ eet. :inally, there should!e gates Fwith view panels in inant and toddler classrooms to prevent

children rom accessing


18/37

cu!!y alcove spending time with their children or with teachers or other parents.

he design o the cu!!y area must consider this activity so !ottlenec


19/37

or !o#es, !oots, or e#tra shoes. he !ench in this area should !e a!out %1 inches

high or children to sit comorta!ly while preparing or outdoor activity.

7.%.% 2pen "cti&ity "rea

&ach classroom should have an open, unrestricted activity area, clear o constructed

elements. eachers and children are the architects o this space and should !e a!le

to adBust and alter this e#i!le area in response to their needs and activities. his

can !e accomplished through the use o elements such as curricula euipment and

materials, movea!le panels and demounta!le walls, a!rics, urniture such as

seating or shelving, and display rac


20/37

>lunt corner angles since it is important to avoid acute or /19degree angles

on outside corners proBecting into the space. 5rovide a %6(9inch radius or

!eveled edge on all outside corners o constructed eatures.

Ample counter areas at child height or wor< suraces and display areas.

'onsider a counter near the windows or growing plants and conductingnature studies.

Adeuate electrical outlets to serve counter areas or items such as radios,

tape players, proBectors, and


21/37

=ests and crawl spaces that provide a sae environment or inant e#ploration

can !e constructed with low, permanent, sot !arriers or with mova!le

o!Bects such as crawling tu!es, tunnels, or card!oard !o#es.

7ow gra! !ars at %.+ eet a!ove oor level to help inants pull up to a

standing position may aid an inant"s sense o security while developingwal


22/37

area. Art sin


23/37

0ecessed constructed areas provide inants with large, contained spaces in which to

move and e#plore. 7ow retaining sides allow inants to pull themselves up and

move. Similar porta!le low !oundaries also might !e efective. se caution i

planning to permanently construct such an area as a permanent installation could

reduce classroom e#i!ility.

7.'. )oddler and 4reschool Childrens 6ofts and 4latforms

7ots enhance toddler and Head Start classrooms !y ofering the ollowing

advantagesC

'hallenging, large9muscle activities

Small intimate spaces

Additional spaces or e#ploration

3pportunities or a child to view the environment rom another level

A classroom with more character

he ollowing design reuirements should !e considered in the design o a lot or

toddler and Head Start age groupsC

7ots should !e no higher than ) eet a!ove the nished oor or toddlers and

*.+ eet a!ove the nished oor or Head Start children. he design should

minimi8e conict and allow more than one child at a time to use the space.

:or instance, ofering stairs going up and a slide coming down can minimi8e

congestion and possi!le conict.

7ot eatures should meet the denition or all 8ones and have resilient

suraces, as prescri!ed !y the '5S'"s Hand!oo< or 5u!lic 5layground Saety.

0eer to 'hapter , Section .$.+, 5lay ;ard Suraces.

7ots should meet applica!le local, state, or other standards.

Guardrails should !e provided to protect children rom alling rom raised

areas.

oddlers should have guardrails on any constructed surace more than %1inches a!ove adBacent suraces. Head Start children should have guardrails

on any raised surace more than (1 inches a!ove oor level. he top o the

guardrail must !e at least (.+ eet a!ove the platorm, or in accordance with

local codes, whichever is more stringent. 3penings !etween ).+ and / inches

should !e avoided to prevent head entrapment and openings !etween 1.)

inch and % inch should !e avoided to prevent nger and hand entrapment.


24/37

5rotective !arriers should !e provided on all raised suraces (.+ eet a!ove

oor level or higher or Head Start and younger children. 5rotective !arriers

can !e vertical slats or acrylic panels For clear visi!ility. 3penings in these

panels should !e no larger than ) inches to prevent entrapment. Avoid using

hori8ontal rails that allow clim!ing.

All protruding corners should have a minimum radius o %6( inch.

eachers must !e a!le to see and reach all areas o a lot.

he lot should present an image o saety and should not include overly

challenging elements, such as cantilevers or narrow !ridges.

7evel changes should !e appropriate to the age group and accessi!le !y

ramps, steps, or ladders. wo children should !e a!le to use the steps and

ladders at the same time. 0iser heights or stairs should !e a ma#imum o +

inches or toddlers and Head Start children. 2inimum tread depth should !e

appro#imately %% inches. Stairs and ramps should !e a minimum o ) eet

wide.

Handrails should !e provided or all stairs and ramps at (( inches a!ove the

leading edge o the treads. All handrails should adBoin the wall to avoid the

possi!ility o inBury. Handrails should meet state, tri!al, and local codes.

7.7 2ther "reas

In addition to reuired spaces in the classroom, others located elsewhere in the

center can provide speciali8ed activity settings or children, teachers, and parents.

hese areas should not !e considered part o the minimum reuired activity suareootage area.

7.7.1 "rt Sin:s

:or toddler and preschool classrooms, HS> suggests providing a stainless steel sin recommends providing

childproo latches or loc


30/37

2eal and snac< times in the classroom are opportunities or children and their

teachers and visiting adults to enBoy social interaction in small groups, such as the

amily would at home. A parent may Boin the child at the ta!le to share lunch.

sually, this area is part o the open, unrestricted portion o the classroom and is

used or other activities during the day.

Small inants are held during !ottle9eeding, while older inants who are a!le to sit

may !e placed in a low high chair while !eing ed sot oods. raditional high chairs

are not recommended !ecause o the ris< o alling and tipping and the reduced

opportunity or social interaction.

5rovide low stools or the teachers to sit on while eeding older inants. 5rovide a

gliding chair or other comorta!le chair or a teacher to sit in while !ottle9eeding.

7ocate the inant eating space near the ood preparation area, away rom the open,

unrestricted area where other children may !e moving a!out. ;oung toddlers may

!e seated together at the same low ta!le. 0ectangular ta!les ma


31/37

millwor< or reestanding mova!le units. here appropriate, open shelving should !e

considered to create an open eeling in the classroom. I shel !ac suggests providing a versatile, large, indoor open area or

activities. A multipurpose space is especially important when large9muscle activity

typically occuring on a playground must ta


32/37

his indoor space also can !e used or group gatherings or meetings. =ote that use

o multi9purpose space should never !e considered an adeuate permanent

su!stitute or playing outdoors.

5lay euipment should !e considered careully to ensure that it can !e used within

the connes o an enclosed room. Such a room may have eatures, such assprin


33/37

storage or rst aid supplies. A !oo


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A separate hand9washing sin


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Storage or all utensils and euipment of the oor in clean, dry, closed

spaces.

:ood storage, preparation, and service areas placed in areas without sewage

or drainpipes a!ove.

Ample electrical outlets out o children"s reach with ground9ault interruption

FG:I in wet areas.

7.7.1% 6aundry

7aundry rooms should only !e accessi!le to adults. hey should !e located near the

inant6toddler classrooms and convenient to ood service areas. :or acoustical

purposes and to ensure adult9controlled access, the laundry rooms should !e away

rom children"s areas and have loc


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o protect indoor air uality rom the potential impact o cleaning and maintenance

activities, the ollowing should !e consideredC

:ully enclosed areas with separate outside e#haustE

=o air recirculation E

=egative pressure where chemical use occurs, as descri!ed in 7&&D ersion

(.1E and

Automatic chemical mi#ing dispensers to assure correct dilutions o cleaning

materials.

7.7.17 Ser&ice Entrance

A


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Sin

Furnishings and Equipment

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