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Facility and Equipment 5

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Pre-Test

1. High-quality early childhood programs all follow a single model for facility design and room arrangement, regardless of program philosophy. T/F

2. Early childhood professionals, with their knowledge of curriculum and child development, can provide valuable input to facility construction and renovation projects. T/F

3. The design and organization of classrooms should be focused on the needs of children, while the design and organization of entrances and hallways should be focused on the needs of adults. T/F

4. Art centers and block areas are optional features in a preschool classroom. T/F

5. The administrator’s responsibilities regarding the facility’s bathrooms are limited to ensuring cleanliness and sanitation. T/F

Answers can be found at the end of the chapter.

Learning Objectives

After reading this chapter, you should be able to:

1. Explain the role program philosophy, mission, and vision play in the decisions early childhood administrators make about the facility and environment of an early childhood program.

2. Describe the role of the early childhood administrator in the development and implementation of a facility con- struction or renovation project as well as the ongoing management of a facility.

3. Explain how characteristics of a facility, such as the design of the entrance, the placement of windows, or the choices made regarding color, lighting, and texture can affect the experiences of the children and staff in an early childhood program.

4. Discuss the primary considerations in room arrangement and in the selection of furniture, equipment, and materials.

5. Describe the characteristics and requirements of the shared spaces in an early childhood facility, such as bath- rooms and kitchens.

6. Summarize the safety issues related to the development and maintenance of outdoor spaces such as playgrounds and parking lots.

CHAPTER 5Section 5.1 A Home Away From Home

During her second month as director at the YMCA Child Care Center, Lindsay Miller receives some exciting news. The center, which is located in one wing of a large multipurpose YMCA building, is going to be able to expand to an additional classroom. One of the weight rooms in the fitness center adjacent to the child care wing is no longer needed for weight training.

The YMCA director, who is the head of the agency and Lindsay’s supervisor, asks Lindsay if she would like to expand the center and use the space for a classroom. Lindsay eagerly accepts the oppor- tunity, knowing that she has a long waiting list of families with toddlers. With a second toddler classroom, they’ll be able to enroll eight more children in the center.

Lindsay’s supervisor asks Lindsay to prepare a list of ideas and questions for the architect, who will design a plan for renovating the space. Lindsay thinks about the toddler classroom that already exists in her program, as well as the toddler classrooms in the program where she worked previously. Her first thoughts are about practical matters, such as sinks and changing tables. The room should be easy to supervise while one caregiver is changing diapers. Can they create a changing area where the caregiver can be facing the room while standing at the changing table?

Lindsay also thinks about aesthetics, how the room will look and feel to children, families, and staff. She hopes the room will be beautiful, and she imagines walls painted in pastel colors. She wonders if the colors of the walls should match the ivory color of the other classrooms or whether they should try something new? These questions are just the beginning of a long list Lindsay creates for her first meeting with the architect.

Introduction

This chapter will address the topics and issues administrators like Lindsay encounter in their work related to facility management, such as renovation or construction projects, the orga- nization and design elements of classrooms and shared spaces, room arrangement and

furniture selection, and planning and maintaining playground spaces. Throughout the chapter, a common theme will be the relationships between the physical environment and the program’s mission, philosophy, vision, and goals.

5.1 A Home Away From Home

Just as every story has a setting, every early childhood program has a facility, the building where we provide our services. For many children, this facility is their home away from home, a roof over their heads and the floor on which they will take their first steps, both figuratively

and literally, as they learn about the world beyond the doors of their own homes.

CHAPTER 5Section 5.1 A Home Away From Home

The children enrolled in an early childhood program and the staff members who work there will spend many hours in the facility together—in classrooms, on playgrounds, in hallways, kitchens, and bathrooms. Some children will spend more waking hours each weekday in a child care facility than at home. Their health and well-being depends upon the comfort and safety of the building and grounds. It is the early childhood administrator’s responsibility to manage this facility.

Each decision an early childhood administrator makes about how the facility is designed, organized, used, and maintained says something about what is important to that program (Read, 2007). The physical environment can represent a program’s philosophy, mission, vision, and priorities in many ways. The facility functions as an important marketing tool, both for visitors entering the building for the first time and for currently enrolled families on an ongoing, day-to-day basis. The visible environment—such as the exterior façade of the building, the hallways, and the classrooms—is what prospective families see when they visit the program and what members of the community see when they walk or drive by. And for the families who bring their children each day, the physi- cal environment, including what they see, hear, smell, and touch, will make a lasting impression.

The physical environment also serves an important role in the children’s learning process (Torelli & Durrett, 2007). How the classroom environment is arranged and what materials are available are part of the program’s curriculum. Educators in the Italian schools of Reggio Emilia refer to the classroom environment as “the third teacher” because of the important role it plays in children’s growth and development (Carter, 2007). In any classroom, the decisions we make about the envi- ronment, such as what kinds of furniture to purchase or where to place the reading corner, impact what children learn and how they learn it.

An early childhood facility must speak two languages: the language of children and the language of adults. Consider the following list of elements or characteristics of an early childhood facility. What messages does each image convey to prospective parents who visit this program? What messages do they convey to the children enrolled there? What messages do these images convey to the teachers and staff members who work there?

• The windows of a child care center located in a storefront along a busy street are deco- rated with large vinyl “clings” that depict clowns and circus animals.

• In the main hallway of a nursery school, framed photographs hang on the wall in pairs. Each pair includes a photo of children playing that was taken when the program first opened in the 1960s, alongside a second photo of a similar scene taken recently, with the children currently enrolled in the program.

• At the center of the lobby in a large child care facility is an aviary, a glass structure that houses a half dozen colorful birds.

• In the infant room of a child care center, a row of cribs line one wall, a row of high chairs line a second wall, and a row of electric infant swings line a third wall.

• In the corner of a preschool classroom, a tent has been set up with the flaps pinned open so children can pretend they are on a camping trip. Inside the tent there is a wicker bas- ket filled with play items, such as metal dishes, small backpacks, and a toy fishing pole.

• A dozen green, leafy potted plants adorn the windowsill of the director’s office in a small preschool.

CHAPTER 5Section 5.2 The Facility

Some of the images on the pre- ceding list may have delighted and intrigued you. Others may have left you scratching your head, wondering why someone might choose those materials or that furniture arrangement. Certainly some decisions about the environment are going to be a matter of personal preference, but for the most part, there are ways to use what we know about best practice in both early childhood education and facility management to make the best decisions we can.

Michael Hitoshi/The Image Bank/Getty Images

Why do you think some early childhood administrators choose to decorate their windows with vinyl clings, and others choose to decorate windows with children’s art projects? How might these decisions reflect the program’s mission, vision, and philosophy?

Questions to Think About 1. Which of the scenes listed in the preceding bulleted list might be found in a program

with a philosophy that values nature and protecting the environment? 2. Which of the scenes from the list do you find least appealing? Why? If you were the

administrator of that program, what changes would you make to that environment?

5.2 The Facility

Most early childhood administrators play some role in the ongoing management of the facility. Many also play a role in the construction or renovation of a facility. Ongoing facility management involves a day-to-day monitoring of a broad range of issues related

to the operations and maintenance of the building.

The early childhood administrator usually supervises the employees or contractors who keep the building clean. If, for example, there is a heavy snow, the administrator would communicate with the maintenance staff to ensure that the parking lot and sidewalks are cleared and that hallways where children and adults track in snow and mud are kept clean and safe.

Increasingly, facility management involves utilizing technology. The responsibilities of an early childhood administrator may include working with security systems or heating and ventilation systems that incorporate sophisticated hardware and software systems. The administrator’s role often involves creating and safeguarding system passwords and maintaining regular communica- tion with the technicians and support teams who oversee these systems.

CHAPTER 5Section 5.2 The Facility

Focus On: Green Environments In recent years there has been a trend toward making buildings “greener.” A green building is one that is constructed and maintained using as few environmental resources as possible. The materials used for construction and maintenance are from sustainable sources, and the energy used to operate the build- ing for functions such as heating and cooling should be as efficient as possible (Durrett & Torelli, 2009).

The argument in favor of green buildings is that they provide for a healthier environment for children, families, and staff; they are energy efficient and cost-effective; they increase the value of the facility; and all these benefits are a positive contribution to the community at large. Further, young children, particularly those with medical conditions like asthma, are especially developmentally vulnerable to exposure to environmental hazards.

For existing facilities, there are small and large adjustments that can be made to make the environ- ment greener. For example, a facility with a manicured lawn used only for decorative purposes could replant the lawn with wild plants and grasses native to the area that require no fertilizer or mowing. This would save on water use, energy use (of the lawnmower), and help avoid children’s exposure to chemical fertilizers.

For example, an early childhood program may use a security system that involves cameras that moni- tor school entrances during the day, and a motion-sensor system that detects intruders during the night. The administrator would be responsible for overseeing the contract with the security company that installed the system, and alerting the company if the system is not working properly. The early childhood administrator may also be the designated contact if the system is triggered during the night.

The extent of facility management responsibilities can come as a surprise to early childhood administrators new to their roles. Administrators must be willing to seek out resources, support, and guidance from professionals with specific areas of expertise, such as security technicians, architects, or landscapers. This strategy is especially essential when the early childhood adminis- trator is required to play a role in the construction or renovation of a facility.

New Construction or Renovation Some early childhood programs are housed in facilities that have been designed and built espe- cially for their needs. Administrators who are involved in the design or building process are likely to be called upon to work with an architect or contractor as well as designers, licensing agents, and attorneys. In fact, the early childhood administrator may be the primary contact for the gen- eral contractor, who oversees the management of a building project. The general contractor’s responsibilities including hire of the subcontractors, such as electricians and plumbers.

An administrator involved in new construction or renovation of a facility will likely need to con- sult with a board or operating committee to make decisions about how much to spend and what materials will be used. They will need to take into account factors like the ages and the number of children to be served, how families will access the building, and how meals will be prepared at the site as they oversee and help implement a specific design and vision for a day care or preschool.

(continued)

CHAPTER 5Section 5.2 The Facility

Focus On: Green Environments (continued) An evaluation tool called the Go Green Rating Scale for Early Childhood Settings (Boise, 2009) can be used to measure how well a facility, policies, and practices protect the children’s exposure to chemi- cals and other possible environment hazards. The rating scale addresses the following categories:

• air quality; • cleaning products; • pests and pesticides; • lead and other contaminants, such as plastics, formaldehyde, and fire retardants; and • stewardship and green living, including recycling and waste reduction.

Considerations for Construction Unlike American elementary and high schools, which are usually designed with long hallways flanked by classrooms, many American early childhood centers built in recent years have been designed with a central common area, such as a courtyard or atrium, that is connected to class- rooms by short hallways or walkways (Moore, 1997). The idea behind these kinds of designs is that the early childhood environment should be more like a village and less like an institutional school (Edwards, Gandini, & Forman, 2012).

This orientation can help ensure that large centers, such as programs that serve more than 75 children, feel smaller and more intimate. Another benefit of having a central, accessible space is efficiency. All classrooms are equally accessible to shared areas such as kitchens or lunchrooms, bathrooms, gyms or playgrounds, storage areas, libraries or art studios.

When given the opportunity to plan a facility from scratch, several design elements should be considered that might not be important in other kinds of buildings. For example, a day care or pre- school might require large entranceways and wide hallways with enough space to accommodate the traffic patterns of large groups of children. Bathrooms with child-size toilets and low sinks are a necessity, as are parking lots with enough space for families to safely park and walk with their children into the building.

Considerations for Renovation In many cases, constructing a new building is not an option. The availability of space and the opportunity to build varies from community to community. Many programs, especially those in urban areas, are housed in facilities that were built for other purposes and adapted or renovated to make them safe and comfortable for young children.

For example, many preschool and prekindergarten programs are housed in former elementary schools. These classrooms were designed for much older children who spend much of their time sitting at desks. Adapting these spaces for the care and education of very young children can be a challenge because bathrooms, playgrounds, and furniture made for older, larger children must be replaced.

http://naturalstart.org/resources/go-green-rating-scale-early-childhood-settings

CHAPTER 5Section 5.2 The Facility

Some early childhood programs are housed in storefronts or commercial spaces that were designed and built to display and sell goods and services. Adapting these spaces can present even greater challenges. For example, a large open room once used as a store must be subdivided into several smaller rooms for classrooms. Bathrooms and office space may need to be added or modi- fied. An entrance area, such as a lobby or foyer, perhaps with space for lockers or cubbies, may also be needed.

The history of the building can present its own unique set of challenges. A former factory or warehouse, for instance, might require significant testing. Some building materials, such as tiles or drywall, might need to be replaced. On the other hand, the previous lives of the building may add character and interest. For example, renovations of an old train station into a preschool could include plans to retain some of the architectural or design features, such as the ticket windows or wooden benches, which could be used in play spaces or hallways of the new school.

Early Childhood Director as Project Manager For most early childhood directors, managing a construction or renovation project is not a familiar process. Yet it is not unusual for an early childhood administrator to be called upon to play a role in the management of a large facility project.

If you’ve ever been involved in a home renovation or construction project, you already know what an overwhelming process it can be. One of the most useful tools for anyone heading into such a project is a detailed timeline of significant tasks and deadlines. As an early childhood administra- tor you may not be familiar with many of the tasks on the timeline, so it will be important to sur- round yourself with a team of experts, whether they are other staff members, board members, volunteers, or paid consultants.

Basic Considerations Managing a construction or renovation project is an opportunity for an administrator to use his or her expertise in early childhood education and child development to influence and shape the project, creating a facility that will best serve the children, families, and staff who will spend their time in the building. This expertise is relevant to all the important areas of consideration in the project, ranging from zoning rules and regulations to safety and accessibility issues.

Zoning Rules and Regulations Zoning regulations, building codes, and licensing requirements are among the first considerations to come up, as approvals by agencies that regulate these are required. As discussed in Chapter 3, early childhood programs must comply with federal, state, and local laws and regulations. Many of these requirements are related to the design, construction, and maintenance of the facility—literally the nuts and bolts of the physical environment that surrounds the children.

CHAPTER 5Section 5.2 The Facility

Building codes may stipulate, for example, that a kitchen area must have a separate sink desig- nated for hand washing. Licensing regulations may determine the size of the playground based on how many square feet of play space is available for each child. In some states, the state child care licensing representative may need to review and approve the blueprints for the facility before construction can begin.

Safety In any plan created for the construction, renovation, or maintenance of a facility, the safety of the children is the first priority, for both legal and ethical reasons. While codes and regulations may determine the minimal safety requirements, administrators must also consider what risks might be present that are not explicitly addressed by legal requirements.

For example, a building may meet all codes and requirements for operation of a program, yet the administrator may anticipate that heavy traffic in the parking lot will present a possible hazard to parents and children walking from their cars to the front door of the building. This situation may warrant the installation of a sidewalk along the side of the parking lot.

Accessibility Another important consideration is accessibility. When used in relation to an early childhood facility, the term means both issues of accessibility for all families, such as the availability of public transportation, as well as issues of accessibility for children and adults with disabilities (U.S. Gen- eral Services Administration, 2003).

The regulations regarding accessibility for people with disabilities are mandated by the Americans with Disabilities Act (ADA) and include requirements such as ramps at the entrances to build- ings and bathroom stalls wide enough to accommodate a wheelchair (U.S. Department of Justice, 2010). Most early childhood programs are already philosophically committed to the concept of inclusion and to welcoming every child and family member. ADA issues tend to become important when renovating and updating buildings that were constructed before the law was passed in 1990.

Scale The next group of considerations has to do with making the facility as child-centered and as comfort- able as possible. Ideally, facilities designed for infants, toddlers, and preschoolers are going to look significantly different, in both design and appearance, from facilities used by the general population.

Scale is the most obvious issue. Furniture and equipment should be the appropriate height for children. Chairs and tables in the classrooms must be small enough for children to be able to sit comfortably and safely. Low sinks should be provided so that children do not need to climb up on stools to wash their hands. Child-scaled environments and equipment also encourage children to develop independence and self-care skills because they will require less assistance from adults (Community Playthings, 2006).

CHAPTER 5Section 5.2 The Facility

Jupiterimages/Comstock/© Getty Images/Thinkstock Tables and chairs should be scaled in size to comfortably fit the children who will be using them.

Some centers even have areas with lower ceiling heights in some play areas, by using cloth cano- pies or by hanging decorative items, such as open umbrellas or party streamers, from the ceiling, in order to give the children the secure sense that the space is tailored just for them. Lockers and cubbies, where children store their jackets and other items from home, should be within reach. Most state licensing regulations require that at least some of the materials, such as blocks or puzzles, be placed on low, open shelves so that children can make their own choices for play.

The developmental level of the children and their caregiving needs also determine facility design. For example, spaces for infants must include diaper-changing areas and areas for cribs. Spaces for full-day preschool child care must include a large enough area where low cots can be spread out on the floor so children can take naps.

Flexibility Most spaces for children are multipurpose; a class- room might be used for play, for meals, as well as for naps, all in a single day. Thus, flexibility is an important consideration in facility design. A flexible facility means that the floor plan and architectural features must be either open-ended enough to be used for a variety of purposes, or they must be easy to change. For example, designing a classroom with large, high windows and skylights might seem optimal, because it allows for abun- dant natural light, but if the windows and skylights can’t be easily shaded during nap time, these architectural features do not contribute to the flexibility of the space.

If the building will be used for groups of children over a long period of time, such as many seasons and many years, there will likely be changes in program services and priorities. For example, if a child care center is designed to serve only preschool children and 10 or even 20 years later the mission of the program is expanded to include infants and toddlers, the classrooms will have to be adapted to include space for cribs and changing tables. A flexible, open-ended design will allow for these kinds of changes.

Cost The expression “You get what you pay for” is usually true in construction and renovation. While it may not be necessary to select the top-of-the-line brands for every construction material, where safety is an issue there can be no compromise. For example, an early childhood administrator might advocate for choosing a more costly playground surface, such as rubber tiles instead of wood chips, because it offers better protection against falls. Even though the initial cost of the rubber tiles is greater than woodchips, the decision may save money in the long run, because the decision saves the cost of having to regularly replace the wood chips, and the rubber tiles will require less staff time to keep the playground clean.

CHAPTER 5Section 5.2 The Facility

Anyone involved in a construction or renovation project must be prepared for the surprises that crop up along the way. Halfway through the project, the tile you selected might no longer be avail- able, and the only alternative might be a much more expensive brand. Or the contractor might dis- cover lead pipes that must be removed and replaced with copper pipes. A sound budget includes funds set aside for these types of surprises and contingencies.

Working With an Existing Facility In our opening scenario, Lindsay Miller is asked to work with an architect to plan for the renova- tion of a room in an existing facility. The room had previously been used as a weight room in a fitness center. In order to renovate that space to make it a suitable toddler classroom, Lindsay and the architect will have to consider many issues such as safety, scale, accessibility, and flexibility. Additionally, they will need to consider how the new classroom will fit with the rest of the center in design and function.

Also, if the new classroom is located farther away from the center entrance and office than the other classrooms, Lindsay and the architect may need to plan for additional signage to direct fami- lies to the new toddler room. They may want to make some changes in the wall covering or tile in the hallway to indicate to families that the new classroom is still part of the center as a whole. They may also want to add security features, such as intercoms or cameras, to ensure that Lindsay can still communicate with and supervise this new classroom, even though it is located a little farther away from her office.

Renting or Sharing a Facility Many early childhood organizations own the facility where they provide services, but many also rent or lease a building or part of a building. There may also be some situations where a program neither owns nor rents or leases its facility, such as if it given use of the facility in-kind by another organization or partner.

Negotiating a Lease A program is usually best served by negotiating a lease for a period of several years at a time to allow program leaders to anticipate and plan for budget facility costs in advance and to prevent having to change locations frequently. Having to move from one facility to another is a challenging task for any business, but in early childhood education where the setting plays an important role in children’s social-emotional development, frequent facility changes can have a negative impact on the quality of services.

Disruptions, such as a move to a new building, disrupt the continuity of care. Even when a new facility offers more features and comforts than the old one, children may experience the change as stressful. Early childhood administrators are responsible for developing plans that will provide for as much stability and continuity as possible for the children enrolled in the program. Often that means working with other program leaders, such as board members, to negotiate a long-term lease.

In addition to the length of the lease, negotiations may also address specific issues relevant to how the space will be used and maintained, such as who will be responsible for trash collection, landscaping, and snow removal. The primary components of a lease are illustrated in Figure 5.1.

CHAPTER 5Section 5.2 The Facility

Figure 5.1: Sample Lease Agreement

Westside Property Management (hereafter "Lessor") and Lifetime Childcare (hereafter "Lessee") hereby enter into a lease agreement under the following terms:

Lessor shall convey to Lessee full possession and use of the following property:

____________________________________________________________________________

The term of this lease shall be from 06/01/2012 until 06/01/2016 at midnight on each date.

The Lessee is obliged to pay Lessor a total of $172,800 for the rights conveyed under this lease.

Lessee shall pay to Lessor $7,200 upon or before taking possession of the property. Thereafter, Lessee shall pay Lessor the sum of $3600 on or before the 1st day of each month until the expiration of this lease.

If Lessee fails to make a payment on or before its due date, a late fee of $360 shall be due and payable immediately to Lessor.

If Lessee fails to pay all amounts due within 15 days of their due dates, then Lessor may terminate Lessor's obligations under this lease and take back possession and control of the property. In the event of termination for non-payment, Lessee shall remain liable for the balance due under this lease.

Lessee shall be responsible for maintaining the property in clean working order at Lessee's expense during the term of this lease.

Upon expiration or termination of this lease, Lessee shall return the property to Lessor in substantially the same condition in which the property was received by Lessee, taking into account normal wear and tear.

In witness to their agreement to the terms of this contract, the parties affix their signatures below:

Lessor: Lessee:

Signature:___________________________ Signature:_________________________

Date:_______________________________ Date:_____________________________

Address:_____________________________ Address:___________________________

City, state, ZIP:________________________ City, state, ZIP:______________________

In addition to allowing administrators to budget facility costs for a number of years, a long-term lease enables administrators to establish continuity of care for the children in their program.

Sharing a Facility Some early childhood programs share their facilities with other groups. The early childhood pro- gram may be part of a much larger organization, such as a public school or a church, and the facil- ity is used by a variety of programs run by that organization.

In these cases, the early childhood administrator may be responsible for working collaboratively with the other groups to plan for the use of indoor and outdoor space. For example, an early childhood program that is part of a church may share its classroom space with a Sunday school program. During the week the classrooms are used for a preschool program, and on Sundays the same classrooms are used for a religious education program.

CHAPTER 5Section 5.2 The Facility

When a space is shared in this way, it can be very helpful to have a written plan, negotiated and signed by the leaders of each group, that describes how the space will be maintained and details the responsibilities of each group. Issues may include clean- ing, storage, bulletin boards, and room arrangement. When time must be spent setting up and breaking down the space each week, the early childhood direc- tor must plan for staffing patterns that provide enough support for these transitions.

The furniture and equipment used in a shared space must be

easy to move and to store. Often there is greater wear and tear on shared furniture and equipment, so the more frequent purchase of replacement items must be included in the budget. The extra time, staff, and cost of sharing a space may be well worth the trouble compared to the alternative of buying or leasing a separate site.

Case Study: Bridgeview Infant-Toddler Center Belinda Moss is infant-toddler coordinator in a large multisite child care agency called Bridgeview Child Care Services. Belinda oversees the infant-toddler classrooms located in four different cen- ters across a large urban area. The board of directors of the agency has decided that because the need for infant-toddler care in their city has increased significantly in recent years, they would like to open a new facility specifically for infant-toddler care, and Belinda has been asked to lead the development of the new site.

Belinda meets with her supervisors and the board of directors to discuss the options for where to locate the new site. They will have to make a choice between a prominent, convenient loca- tion and quiet, attractive location: One is a storefront on a busy street, and one is an old Victo- rian-style house on a residential street. A representative from the city’s zoning board joins them for the first part of the meeting and informs the group that both sites can be adapted to meet the city’s zoning requirements.

After some discussion of the characteristics of each site, the board seems to be evenly divided. Some of the members prefer the storefront primarily because it will increase the visibility of their agency in the neighborhood. Belinda speaks up and states that she prefers the Victorian house because it better represents the agency’s philosophy and goals to create a nurturing, homelike environment.

As often happens in a process like this, it turns out that neither site will be suitable. Further research reveals that the storefront has a rodent problem and a group of neighbors to the Victo- rian house have created a petition in protest of the proposed infant-toddler center, based on their concerns over lack of sufficient parking on their street. Belinda looks for an alternative and comes

Used by permission of Sinking Spring Presbyterian Church Preschool

This preschool, located in a church, shares classrooms with other church-sponsored programs.

CHAPTER 5Section 5.3 Designing Interior Spaces

up with another option: a small warehouse located on a quiet side street near a major intersec- tion. Belinda presents her findings to the board, and they approve the site in a unanimous vote.

Now Belinda’s job is to work with an architect on developing a plan to turn the warehouse into an early childhood facility. Belinda has a hard time imagining how the building will be transformed into a place where infants and toddlers can be welcomed and nurtured. To the architect, however, the warehouse is like a blank canvas—a wide open space with endless possibilities. Belinda works with the architect to create a floor plan that divides the space into four classrooms around one central lobby. The plan includes space for changing tables, toddler-sized bathrooms, food prepara- tion, an office, a staff room, and storage.

Although each infant-toddler classroom will be large, Belinda insists that the architect create a plan to subdivide the rooms to provide opportunities for quiet activities. She knows that the key to creating a cozy yet flexible space is to create pockets of defined areas that are not completely closed off from the rest of a larger room (Moore, 1996). Each classroom will have several nooks for specific functions, such as rocking a baby to sleep or reading aloud to pairs of toddlers.

With the site secured, the architect’s plans complete, and the permits approved, the renovation of the site begins. Belinda will work as the project manager throughout the process, with the support and guidance of the agency leadership and the board of directors.

Questions to Think About 1. If you were an early childhood administrator of a program that had to move to a differ-

ent site, given the choice of constructing a new space or renovating an existing building, which do you think you would prefer and why?

2. What might be an example of a facility management task a director might have to deal with on a daily basis? On a monthly basis? On an annual basis?

5.3 Designing Interior Spaces

Imagine you are a visitor to an early childhood program. Let’s look at the characteristic features and elements you might see.

Entryway As you approach the building, the main entrance should be easy for visitors to identify, either by a sign or by an architectural element, such as an awning, that clearly designates the door to be used for entry. The design of the entrance should also provide for wheelchair accessibility, such as a graded ramp instead of stairs.

While the signage and design features of the entryway may communicate a warm welcome, you will probably find that the front door is locked. Most schools and centers have some kind of secu- rity system to prevent those who do not have business there from entering the building. Visitors may be required to ring a doorbell while staff members and parents may be required to use a special key card or enter a security code to gain entrance. Security systems for early childhood programs will be discussed in detail in Chapter 6.

CHAPTER 5Section 5.3 Designing Interior Spaces

Once inside the building, you will find yourself in a hallway or atrium. The space should be large enough to accommodate the traffic flow during busy times, such as morning drop off or afternoon pick up, when many parents and children are entering and leaving the building at the same time. On the walls you may see displays of children’s artwork, photographs of children playing or learning, or short biographies of teachers and administrators. These elements are an opportunity to convey information to visitors and families about the vision, mission, and philosophy of this program.

The hallway, atrium, or lobby may also be a place where people wait. Parents or job applicants may wait there for appointments to meet with the program director. This may be a place where children wait with their teachers for their parents to pick them up. Benches or chairs provide short-term seating. This may also be a good spot for a fish tank or book rack to provide something interesting for children and families to watch while they wait.

Importance of Windows and Natural Light The placement of windows at the entranceway and in the classrooms is significant. From the outside, windows say, “We have nothing to hide. We are open to everyone.” From the inside, win- dows let in light and give us a view of the world around us. Windows communicate to parents and adult visitors a warm, open welcome.

For children, windows play an important social-emotional role in their transitions to and from the early childhood program. Many child care programs have a “waving window” or a “hello–good-bye window” where the children can watch their parents leave in the morning and watch them come back again at the end of the day. This is a significant transition for children, especially when they are new to the program, and being able to look out the win- dow can be reassuring and help give them a sense of control as they take an active role in send- ing their parents off and welcom- ing them back again.

Windows can also serve as a learning tool because they allow children to observe the weather and, depending on the location of the facility, they may also observe nature, plants, animals, people, and vehicles.

The Classrooms For many of us, the place we feel most comfortable is our own home. For very young children, providing classroom spaces that mirror some of the elements of their home environments can help them make a secure transition and help them feel confident, at ease, and prepared to learn and socialize.

Louis Torelli, www.spacesforchildren.com

This early childhood program in California is a striking example of window design that allows for plenty of natural light.

CHAPTER 5Section 5.3 Designing Interior Spaces

Color and Texture The idea that children enjoy bright primary colors, as evidenced by the design of many products and toys, is an outdated myth, accord- ing to contemporary designers (Fielding, 2006). Although per- sonal preferences vary, most chil- dren will respond positively to environments with natural colors, such as those found in nature or in human skin tones.

The most significant sources of color in a room are the floors and walls, areas where the color is usually fairly permanent, so

the decisions made about color in a classroom will be decisions the children and staff will live with for a long time. A soft, neutral color palette is recommended by most designers and archi- tects, with perhaps one area designated as a single color, such as a wall or the floor, to add some interest to the room.

Many leaders in early childhood education, such as Deb Curtis and Margie Carter (2003) as well as Jim Greenman (1988), support the idea that environments for young children should be more similar to home than to a traditional school. One of the key differences often seen between an early childhood classroom and a traditional classroom for older students is the prevalence of fab- rics and soft textures in the early childhood environment. A big cozy couch, a pile of floor cushions, and a scattering of plush throw rugs are welcome touches in any space for young children. The softness in the environment provides both social-emotional benefits as well as physical benefits by allowing children to move and rest in ways that would not be possible on hard furniture.

The texture and appearance of concrete or cinderblock walls can be softened with the use of sound-absorbing panels, cork boards, hanging quilts, or fabric murals. Curtains and other types of fabric window treatments can help soften harsh light and con- tribute to a homelike atmosphere.

The challenge of using fabrics and soft elements is keeping these materials clean. The fab- rics must be washable; cushions and couches should have covers that can be easily removed and

iStockphoto/Thinkstock

Soft elements, including plush toys and stuffed animals, are especially important in environments for infants and toddlers.

F1online/Thinkstock

A cozy couch makes a classroom feel more like a home.

CHAPTER 5Section 5.3 Designing Interior Spaces

laundered. Carpets and rugs must not only be clean but also free of chemicals and allergens, espe- cially for infants and toddlers who spend time crawling, lying, and sitting on the floor.

Lighting Many institutional facilities, such as schools and offices, are equipped with overhead florescent lighting because it is an inexpensive way to light large spaces. This kind of lighting, however, can be appear harsh and cause fatigue, especially for children and staff members who spend long periods in the same room. Ideally, children’s classrooms should be lit by natural light from windows and sky- lights. If natural light is not available, light fixtures should be chosen that best mimic natural light.

Use light fixtures at a variety of levels; in addition to overhead lighting, include lamps and wall sconces. A small lamp with a fabric shade can warm up a room and lend a cozy appearance. When using overhead lights, being able to control the level of light with dimmers gives teachers and caregivers options for adjusting light at different times of day and in different weather conditions.

Sound Rooms full of infants, toddlers, and preschoolers are naturally noisy places. Children enjoy shout- ing and singing during play, toys and equipment like blocks and bells can be loud, and young chil- dren are usually not hesitant to express their feelings by crying and screaming.

The physical environment can be adapted to help diminish the extra noise in children’s classrooms and play spaces. For example, large open areas can be subdivided into smaller spaces that sepa- rate loud play from quiet play. Walls, floors, and ceilings can be designed or adapted to include materials that absorb sound, such as curtains (or other fabric on the walls), area and throw rugs, and acoustic ceiling tiles. Many of these design elements can also add to the overall sense of warmth and comfort in the environment.

Shelving and Storage Every classroom contains items that must be stored for short periods of time, such as cots or trikes, and cleaning supplies that must be stowed out of reach of children but are used several times a day, as well as items that are used only occasionally, such as child-sized rakes that are used only in the fall. There are also personal items that belong to the children, such as their coats and jackets, that must be stored in places where children have easy access to them.

San Diego County Office of Education

Storage for children’s personal items should be low and easily accessible. It can also be customized with the child’s name and photo.

CHAPTER 5Section 5.4 Arranging and Equipping Classrooms

Shelves are one commonly used storage option. Low open shelves give children access to learning materials such as blocks and books. High shelves, as well as drawers and locking cabinets, are nec- essary for items that should be accessible only to teachers. Ideally, there is also access to closets and store rooms where larger items, extra items, and items that are rotated among classrooms can be stored. For example, a preschool may have a set of animal puppets and a folding puppet theater that would take up quite a lot of room if it was stored in a classroom. When stored in a general closet or storeroom, teachers can borrow it for occasional use when the puppets are part of their curriculum plan. The role of the administrator is to facilitate the rotation of these items, such as by developing an inventory list and a sign-out system for the materials that will be shared.

When an early childhood program doesn’t have enough storage space, the classrooms and hall- ways can become cluttered. This can be safety hazard and can also send a negative message to families about the quality of the program. Early childhood administrators must continually moni- tor storage areas and create a system by which old items are removed and discarded and the valu- able storage space is used effectively and efficiently.

Questions to Think About 1. Think about where you went to school as a child. What do you remember about the

facility? What was the entrance like? What kind of windows and lighting did it have? In general, was the school a comfortable and welcoming place? Why or why not?

2. If you were designing an early childhood classroom, what color would you want the walls painted? Why would you choose that color?

5.4 Arranging and Equipping Classrooms

Once the spaces have been designed and decorated, with appropriate colors and materials chosen for walls, floors, lighting, and fabrics, an administrator can begin to think about how to furnish and equip the individual spaces. Decisions about what to put inside the

classroom or care room and how to arrange everything will be influenced by various factors.

Licensing regulations and safety requirements are among the most significant considerations. In most states the licensing code will specify the minimum number of chairs, tables, cots or cribs, as well as curriculum materials such as books, puzzles, and blocks, according to the number of chil- dren served. But these are minimum requirements, and many programs seek to provide a level of quality beyond the standards outlined in state and local codes. Accreditation standards provide additional guidelines for the types of materials and equipment that should be available. The stan- dards vary according to the age and development of the children.

In addition to accreditation standards, there are various assessment tools available for evaluat- ing the quality of an early childhood classroom. The Early Childhood Environment Rating Scale (ECRS) is a widely used tool that has a version for infant-toddler classrooms, one for family child care homes, and another for school-age classrooms (Harms, Clifford, & Cryer, 2004). For more information about environmental rating scales, visit the website of the Frank Porter Graham Child Development Institute at http://ers.fpg.unc.edu/about-environment-rating-scales. These kinds of research-based scales provide guidance to teachers and administrators in how to select, display, and store learning materials.

http://ers.fpg.unc.edu/

http://ers.fpg.unc.edu/about-environment-rating-scales

CHAPTER 5Section 5.4 Arranging and Equipping Classrooms

Examples of NAEYC Accreditation Standards Regarding Classroom Equipment Some criteria for evaluating the quality of an early childhood classroom are general:

2.A.08 Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society including: gender, age, language, and diversity of ability.

Some include specific examples relevant to infants and toddlers:

9.A.04 A variety of age- and developmentally appropriate materials and equip- ment are available indoors and outdoors for children throughout the day. This equipment includes:

a. dramatic play equipment;

b. sensory materials such as sand, water, play dough, paint, and blocks;

c. materials that support curriculum goals and objectives in literacy, math, sci- ence, social studies, and other content areas (For infants and toddlers, look for books, photos, baby dolls, toy animals, sorting/stacking toys.);

d. gross-motor equipment for activities such as pulling up; walking; climbing in, on, and over; moving through, around, and under; pushing; pulling; and riding.

(National Association for the Education of Young Children [NAEYC], 2017)

Room Arrangement Many of the decisions related to the arrangement of furniture, equipment, and materials may be influenced by the goals and priorities of the program (Figure 5.2). Classrooms should gener- ally feel welcoming, open, and inviting, but the details about where to place specific pieces of furniture and how to set up shelves may be influenced by the curriculum and philosophy of the program. For example, a program with an emergent curriculum that emphasizes the importance of developing child-directed projects over a period of several weeks may have space in the class- room set aside for large murals or constructions that children are not required to clean up at the end of the day.

A program with a more teacher-directed curriculum plan may have the room arranged into smaller work stations where teachers can demonstrate specific games and tasks for small groups of children.

CHAPTER 5Section 5.4 Arranging and Equipping Classrooms

Figure 5.2: Montessori Floor Plan

Art/Science Practical Life

Geography

Sensorial

Language

MathWelcome/Cubby Area Teacher Storage

Entry

Out Door

Features of the room reflect Montessori philosophy and its emphasis on allowing children to develop independence in the selection and use of materials.

Used by permission of Community Playthings (www.communityplaythings.com)

Ideally an early childhood classroom is arranged to provide space for both small group and large group gatherings. There should be at least one area where the whole class can sit together, usu- ally designated by a large floor rug. There should also be private spaces like a book corner where a small group, a pair, or an individual child can spend time. These private spaces should be separate enough from the rest of the classroom that they are removed from the noise and bustle of the children but open enough that teachers can still visually supervise all of the children. Large pieces of furniture, like couches or shelving units, can serve as room dividers, or special areas can be constructed, like lofts, that create a separate space.

Room arrangement should also take into consideration children and adults with special needs such as physical limitations (Doctoroff, 2001). For example, if a child enrolled in a class uses a wheelchair or leg braces, the spaces between furniture must be wide enough to allow for ease of mobility.

CHAPTER 5Section 5.4 Arranging and Equipping Classrooms

Furnishings Furniture accounts for some of the most important and most costly pieces of equipment inside a classroom. In an early childhood setting where groups of children are playing and learning almost every day, the furniture must be sturdy, comfortable, and easy to clean. Much of the furniture, such as tables and chairs, should be scaled to the size of the children.

Among the most basic items found in every space are tables, chairs, cribs or cots, shelves, and cup- boards. The number of each of these, and the inclusion or exclusion, will depend on the ages of the children being served. For example, an infant room with 12 babies would require 12 cribs, as well as at least 4 high chairs, several rocking chairs where caregivers can sit while holding babies, and a changing table. In general, children must have places to comfortably sit, eat, rest, play, and learn.

When selecting furniture, some of the following considerations should betaken into account:

• The size of the children: Chair size and table height should be appropriate for the size of the children who use the classroom. For example, chair height in an early childhood program may range from as low as 5 inches for young toddlers to as high as 30 inches for adults.

• The developmental needs of the children: Furniture used for tasks such as eating and sleeping should be appropriate for the age and developmental level of the child. A 3-year-old, for example, would probably not sit in a high chair to eat lunch.

• The program philosophy and curriculum: Characteristics of the classroom furniture may support or hinder the program’s philosophy and curriculum. A program that values collab- orative learning may purchase small, round tables that allow small groups to work together.

• The size and shape of the classroom: The furniture must fit inside the classroom with plenty of space for children to move around the room. If space is tight in the book cor- ner, for example, a beanbag chair might work better than a rocking chair.

• Aesthetics and comfort: Decisions about the color and design of the furniture may be influenced by the overall style of the facility and its architectural features or by the indi- vidual preferences of staff members.

• Cost: The selection of furniture may be influenced by the limitations in the program’s budget. For example, the cost of solid oak classroom chairs start at around $60 each, while plastic chairs cost half as much. While the early childhood administrator might prefer the natural look and sturdy design of the oak chairs, the budget may only allow for the purchase of plastic chairs.

Activity Centers Activity centers are spaces created for play and learning in which teachers intentionally plan for specific kinds of experiences for children. The centers may include a block area, a dramatic play area, a water or sand play area, an art or writing area, a book area (also known as a reading corner or literacy center), an area for using manipulatives, a science area, and a music area. While these types of activity centers are most common in preschool classrooms that serve children age three to five, many of these centers can be adapted for younger or older children.

The organization of the interest areas can be aligned with the organization of the curriculum. For example, the daily or weekly curriculum planning form would include a space for each interest area where teachers write the plans for what activities will be prepared and implemented. Cre- ating discrete spaces for each type of activity, with physical boundaries such as rugs or shelves

CHAPTER 5Section 5.4 Arranging and Equipping Classrooms

that define the space, allows for small groups of two to six children to interact with each other in the activity center. Organizing a classroom into activity centers also provides opportunities for children to take an active role in planning their own play and learning when they are allowed to choose which center they want to visit.

Block Center The purpose of the block center is to encourage children’s cognitive, physical, and social develop- ment by providing opportunities to build structures out of blocks. For children to benefit from block play, there must be enough blocks of varying shapes and sizes that several children can build complex structures at the same time.

A set of at least 100 wooden unit blocks serves as the core of a preschool block collection. Hol- low blocks allow children to build even larger structures. Other materials such as toy cars, trucks, people, and animals may also be included. Paper and markers can also be used in the block center for children to create signs, labels, or maps.

Block play can be very noisy and usually requires a lot of space. The area is usually defined by a rug and set off from the rest of the classroom by the positioning of the low shelves used for storing the blocks. The block area should be positioned in a low traffic area to keep other children from disrupting the block building process.

Dramatic Play Another activity center that often requires a great deal of space is the dramatic play area. This space is sometimes called the “housekeeping” or “house area” because the furniture and equip- ment often includes toy stoves, sinks, or refrigerators. Often a variety of dolls and dress up clothes are also available to facilitate pretend play.

Younger children, such as toddlers and 2-year-olds, most enjoy pretend play in which they imitate the ordinary activities of the adults in their lives. As children develop and their ability to think abstractly increases, their pretend play becomes more complex and they may enjoy acting out scenarios from fairy tales, television, or completely original ideas.

The props and dress up items included in the dramatic play area should reflect these stages in the children’s development. Dishes, hats, and baby dolls are appropriate for children at the earlier stages of dramatic play. Children who are ready to develop more complex play scenarios might enjoy playing with doctor kits, tool sets, or camping props. Some children may enjoy more fanciful props such as magic wands or superhero capes.

With such a wide variety of props in the dramatic play center, clean up can be a challenge. Hooks for dress up clothes, baskets for toy dishes, and cradles for baby dolls are essential to maintain order.

Sand and Water Play Most licensing regulations require that children have the opportunity to participate in some kind of sand or water play every day. In most early childhood classrooms, children play with the sand or water in a play table designed for this kind of activity, a tub elevated to the children’s level on table legs. Other play materials, such as shovels, spoons, sieves, or measuring cups can be stored on a shelf nearby.

CHAPTER 5Section 5.4 Arranging and Equipping Classrooms

The space for a water/sand play center should be near a sink. This allows for easy clean up and for children to wash their hands both before and after playing in the table. Sand and water play is often a very popular activity among young children, so there should be enough space that children can stand on all four sides of the table.

Art/Writing Center Similar to the sand and water area, the art center should also be located near a sink. Running water is needed to prepare art materials, such as paints, and to clean up messy hands, and rinse brushes. The floor and walls near the art center should be easy to clean.

An art/writing center usually requires at least one table, as well as space for easels. The area should be well lit; natural lighting is ideal. An art center also needs space for completed projects to dry—a rack or line for hanging flat projects and shelves for three-dimensional projects.

A very broad range of art materials, such as paper, crayons, markers, pencils, watercolor paints, tempera paints, brushes, scissors, glue, collage items such as glitter or feathers, clay, rubber stamps, ink pads, stencils, and tape, are commonly available in an early childhood classroom. Although not every item will be available to children every day, all the items must be organized and stored. Tubs or bottles of paint and glue can be stored in cabinets or closets while items that children can use independently, such as paper and crayons, can be stored on low accessible shelves.

Reading/Literacy Corner A book center is often located in a corner of the room, away from the more active centers, in order to provide a space for children to quietly look at books. Sometimes a loft is an ideal setting because its height makes it less likely children will be disturbed or distracted by other activities.

Book shelves that display books with the cover facing out are ideal for young children because they can see the cover art on picture books. Soft chairs or pillows near the shelf invite children to relax and get comfortable while looking at a book. In addition to books, a literacy area may also include a writing center, such as small table with paper, pencils, and pens. Items such as an alphabet chart or a picture dictionary may serve as reference tools for children who want to copy letters or words.

Math/Manipulatives Center Manipulatives, such as puzzles, peg boards, and Unifix cubes, encourage the development of fine motor dexterity as well as problem-solving and math skills. These kinds of materials, which usu- ally involve many small pieces, require a flat, open space, such as a table, where the pieces can be sorted and assembled.

Susan Woog-Wagner/Photo Researchers/Getty Images

Playing with water and sand is an important sensory experience for children but requires a space that is easy to clean.

CHAPTER 5Section 5.4 Arranging and Equipping Classrooms

What Would You Do? Jeff Romano just landed his first administrative job as a preschool director after working as a Head Start teacher for five years. His new position is directing the Hillside Nursery School in a middle class suburban neighborhood.

Jeff was hired during the school’s August break, and he hasn’t yet met the teachers, but as he tours the classrooms for the first time he notices that every room seems unusually cluttered. Every shelf is full, from the block area to the art center. The counters are piled high with papers, books, and toys. Even the classroom walls seem crowded with posters, photos, and artwork. Jeff decides that one of his first goals will be to help the teachers organize their classrooms so the school looks more open, clean, and inviting.

If you were in Jeff’s position, what would you do?

a. Go through the classrooms while the teachers are still on vacation and remove all the old, worn, and inappropriate items from the shelves, countertops, and walls.

b. Spend the entire fall training day reorganizing the classrooms. Jeff will arrange for everything in every classroom—furniture, equipment, and supplies—to be moved out of the rooms and into the hallways. Teachers will begin with an empty room and make fresh decisions about what to put back and where. Anything left in the hallway at the end of the day will be donated or thrown away.

c. Create a manual for teachers describing the guidelines and suggestions for keeping their class- rooms organized and tidy. Make sure every teacher reads and follows the manual.

d. Don’t do anything about the classrooms yet. Get to know the teachers first and establish good relationships with them. Then begin making gentle suggestions about how to organize their classrooms.

Manipulatives can be stored in trays or clear boxes on low, open shelves near a table. Children can be invited to select materials from a shelf, or teachers can suggest or direct children to specific activities by displaying items on the table or on the top shelf.

Science Center One center in the classroom may be designated especially for science activities. A small table or shelf can be equipped with items such as magnifying glasses or a microscope for viewing shells, leaves, rocks, or other materials found in nature. In some classrooms, an aquarium or a habitat for a small animal such as a hamster is a fixture. Writing and drawing materials should also be avail- able for children to document their ideas and observations.

Music Center A music center is a space where children can listen to recorded music as well as make their own music. Headphones allow children to listen to audio recordings or keyboards without disturbing other children. Simple instruments such as bells or drums can also be included. A small table or shelf can hold the keyboard, audio player, headphones, and a basket of instruments. Children may be most comfortable listening to and making music while sitting on the floor, so the space should include a soft rug and pillows.

(continued)

CHAPTER 5Section 5.4 Arranging and Equipping Classrooms

What Would You Do? (continued) Explanation: Jeff’s goal to help the teachers organize their classrooms so the school looks more open, clean, and inviting is practical and productive. At the same time, as a new director he will also be establishing supervisory relationships with the teachers and building a renewed sense of community and teamwork among the staff. There are many ways he can work with the teachers to improve the classroom environment while giving time and attention to the teacher’s input and opinions during the process. As the administrator, Jeff’s role will be to establish and communicate clear goals and expec- tations, provide teachers with suggestions and resources for making the changes, and give plenty of encouragement and praise for the successes along the way.

Purchasing Materials and Equipment Early childhood administrators are often responsible for selecting and purchasing materials and equipment on a regular basis. Curriculum materials, such as books and puzzles, will need to be replaced over time, due to wear and tear. An administrator may need to develop a written inventory of the equipment and materials owned by the program and frequently cull old, worn, and damaged items. There may also be materials that teachers request to supplement and expand the collection of materials available. These ongoing purchases should be provided for in the program’s annual budget.

Many early childhood programs also receive materials and equipment as donations. Donations of new developmentally appropriate materials are a helpful addition, but donations of worn or dam- aged items should not be accepted.

Administrators must also develop and implement systems for the regular purchase of consumables, items that get used up and must be replaced on a regular basis. Consumables include food, paper goods like toilet paper and paper towels, and cleaning supplies, such as soap and bleach.

Special Considerations for Infants and Toddlers Early childhood programs that serve children between the ages of zero to three must create spaces that are responsive to the unique needs of infants and toddlers. The classrooms should be arranged and equipped to protect the health and safety of these very young and vulner- able children. (Gonzalez-Mena & Eyer, 2007).

Infants and toddlers put every- thing in their mouths, so spe- cial care must be taken to keep hazards and small objects out of their reach. Countertops and

Jo Unruh/E+/Getty Images

Infant and toddler classrooms are usually not divided into discreet centers or interest areas in the same manner that preschool classrooms are divided.

CHAPTER 5Section 5.5 Common Areas and Shared Spaces

high shelves are frequently used for this reason. The floor space where infants and toddlers play should have a small variety of developmentally appropriate toys and materials available for exploration, along with a space set aside for collecting and cleaning toys that have been mouthed by children.

Areas for feeding should also be easy to clean and comfortable for both the children and their caregivers. Diapering and toilet training should take place in an area separate from feeding. A hand washing sink for adults must be located next to the diaper changing area. For children, sinks for hand washing should be accessible in toileting areas or wherever portable potty seats are used for toilet training. Sinks used for hand washing can not be used for food preparation.

Cribs and cots and areas for sleeping should be quiet and peaceful as well as easy for adults to supervise. Most state licensing requirements stipulate that there should be one crib for each infant enrolled in the program.

Questions to Think About 1. Given that infant and toddler rooms are less likely to be divided into activity centers,

how might an early childhood administrator ensure that infants and toddlers are appro- priately introduced to a variety of activities involving building with blocks, making music, or looking at books?

2. An engaging science area includes real objects found in nature, such as plants, bird nests, animal bones, or bee hives. What procedures or policies might an administrator put into place to ensure that the items placed in a science center are safe for all children?

5.5 Common Areas and Shared Spaces

Every facility has common areas and shared spaces such as bathrooms, kitchens or food preparation areas, nap space or sleeping areas, and spaces designated for use by adults, including staff members and parents. These spaces are designed and used differently from

classroom space and each area has its special characteristics and considerations.

Bathrooms Ideally, each early childhood classroom has a bathroom for children’s use that is connected to the room. Bathrooms may also be located in a hallway between classrooms, in which case teach- ers or caregivers must bring groups of children to the bathroom at regular intervals. According to NAEYC accreditation criteria, bathrooms should be within 40 feet of the indoor areas children use (NAEYC, 2017).

The most important consideration in the maintenance of bathrooms is health and sanitation. The toilets and sinks must be in good working order and be easy to use. Bathrooms used by small chil- dren should be scaled to the size of the children and easy to supervise by adults. The bathroom is one of the spaces where child-sized scale is most important—if a child can’t reach the sink to wash her hands, the height of the sink is an obstacle to good hygiene. State and local codes will often man- date the minimum requirements for the design and use of bathrooms in an early childhood facility.

CHAPTER 5Section 5.5 Common Areas and Shared Spaces

In early childhood programs where young children are still learning to use a bathroom, both diaper changing facilities and toi- lets should be available. In many states, the use of potty chairs is not permitted under licensing code because of concerns about sanitation. The process of empty- ing the contents of a potty chair, which is not connected to a flush- ing toilet, creates potential for spills and the spread of germs. If the bathroom does not have small, toddler-sized toilets, an attachment can be added to the toilet that makes the seat more comfortable for small children, but these attachments must be sanitized between each use.

Early childhood administrators are responsible for ensuring that procedures are in place for responding to toileting accidents. The child with wet or soiled clothing must be responded to and, at the same time, any furniture, flooring or equipment that has been affected by bodily fluids must also be cleaned. A diluted bleach or detergent solution, gloves, paper towels, and plastic bags are usually the essential supplies for this purpose.

Kitchens Meals and snacks are part of just about any early childhood program. Even if food is not prepared on site, a clean space must be available for the dishes, utensils, and paper goods that are used to serve snacks and meals brought to the facility by families or delivered to the facility by a catering or food service company. In many early childhood programs, children eat in their classrooms.

Even if the facilities have a separate space available for a cafeteria or lunch room, the noise and commotion of a large, busy room can be overwhelming to young children. In full-day programs, where children take naps after lunch, the meal should be served in a space near the napping area, so children can make a smooth, relaxing transition from lunch to nap.

Similar to bathrooms, kitchens in an early childhood program must meet state and local codes for health and sanitation. For example, if food is stored in a freezer or refrigerator, the temperature of the food must be monitored to make sure the equipment is working properly.

If dishes are washed on site, the dishwashing method must be thorough and sanitary. Regulations for dishwashing will vary some depending on state licensing code and local health department guidelines, but generally dishes and cups used in a child care center or preschool must be washed in a machine with a sanitizing or high heat cycle or, if washed by hand, they must be cleaned using a multistep process that includes a sanitizing rinse using a diluted bleach solution.

iStockphoto/Thinkstock

This child is having a hard time reaching the water. A step stool is necessary for small children to use adult-sized sinks.

CHAPTER 5Section 5.6 Outdoor Space

Nap Space or Sleeping Areas In most early childhood programs, naps take place in the same room where infants and children play and eat. In an infant room, the babies’ cribs may be arranged off to one side where the lights can be dimmed and soft music played. State licensing guidelines vary regarding the placement of cribs and cots, though usually they must be at least 18 inches apart. Care must be taken to ensure that bedding is clean and that every crib or cot is thoroughly cleaned and given fresh bedding before another child is allowed to use it.

In a full-day preschool classroom, tables and chairs may be pushed aside after lunch to make room for low cots that can be stacked up and tucked away after nap. If enough space is available, a sepa- rate area may be used for a crib room or a nap room.

The primary consideration in a nap room is safe supervision. Appropriate teacher-child ratios must be maintained at all times. Regarding facility considerations, soft lighting is a key, and table lamps are preferable to overhead lights.

Spaces for Staff and Parents Even the most child-centered facility includes spaces for adults. The management of an early childhood program requires some kind of office space for, at minimum, a desk, a computer, and a locking file cabinet. Other areas for staff use may include a meeting room, a staff lounge, or a staff bathroom. Staff members also need a place, such as a locker, closet, or secure cabinet, to safely store their personal items.

Some early childhood programs also provide spaces for parents. Options might include a par- ent lounge where parents can wait while their children are in class, a parent meeting room, or a lending library.

Questions to Think About 1. In a program where several preschool classrooms share the same common bathroom,

what steps could the administrator take to ensure that everyone has access to the bath- room when they need it and that the space is maintained and kept clean?

2. Suppose an infant room in a child care center has nine cribs, one for each baby enrolled each day. But some babies attend on Mondays, Wednesday, and Fridays; and other babies attend on Tuesday and Thursdays. What might the administrator do to ensure that the cribs the babies use are clean and sanitary, even though some of the same cribs are being used for more than one baby over the course of the week?

5.6 Outdoor Space

The early childhood administrator’s responsibilities don’t end at the walls of the building—the outdoor space must also be managed. Outdoor space may include the walkways and landscap- ing, outdoor classroom space on roofs or porches, pools, areas for water or sand play, gardens,

and, of course, playgrounds. Some programs have little or no space available and use shared spaces or public parks for outdoor play. Early childhood administrators must consider several core issues when planning, selecting, or maintaining outdoor spaces, with safety coming at the top of the list.

CHAPTER 5Section 5.6 Outdoor Space

Safety First Most accidents and injuries that occur in early childhood programs happen outdoors. Overall, both in early childhood programs and in other settings, injuries from playground equipment account for over 200,000 emergency room visits per year (U.S. Consumer Product Safety Com- mission, 2010). Falls from equipment are the most common cause of injury. Other causes include equipment-related hazards such as tip overs or structural failure. These statistics indicate that ensuring playground safety involves both the management of staff to ensure safe supervision and a careful monitoring of the installation and maintenance of the equipment.

The safest outdoor play spaces are those that can be easily supervised. Children should be visible to adults at all times. There should be no towers or nooks where children can climb or hide where an adult could not easily reach them if they needed assistance. Outdoor play spaces used by young children should be enclosed by fences or natural features to keep children from wandering away from teachers and caregivers and to keep unwelcome visitors out.

Other Considerations Outdoor spaces must also provide developmentally appropriate experiences for the age and abil- ity of the children. The areas must be large enough to provide room for groups of children to play together. Because children’s spontaneous outdoor play will vary depending on their individual development and interests, the play areas must provide choices for activities. For example, out- door spaces should provide opportunities for more than just physical exercise; the spaces should also support children’s social, emotional, and cognitive development.

Playgrounds Playgrounds provide equipment for children to use their bodies in various ways—to swing, climb, slide, hang, run, and spin. Most states require that programs provide children access to play- ground play every day, weather permitting. Not every program has a playground on site; many meet the requirements for outdoor play by using a nearby public park.

Whether on site or in the neighborhood, a good playground for young children will have a vari- ety of structures, and equipment will provide quiet places for children to hide with a friend and spaces for dramatic play. A traditional playground includes a slide, a swing set, and monkey bars. More contemporary playgrounds feature climbing structures with various elements integrated into one large structure. Swing sets, however, are usually separate, as they require a large open area around the swings in order to help prevent swinging children from bumping into children who are on the ground.

Early childhood administrators may be called upon to help make decisions about playground sur- faces at the time a new playground is designed and installed or at any point when a playground may be updated or improved. Playground manufacturers use specific codes and formulas devel- oped by the American Society for Testing and Materials (ASTM, 2010) for determining the right cushioning surface that is appropriate for certain kinds of equipment, depending upon how high children will be climbing. Cushioning surfaces include solid rubber in the form of mats, tile, or poured flooring, or loose material such as wood chips, sand, or shredded tires.

CHAPTER 5Section 5.6 Outdoor Space

One consideration when choosing playground surfaces is the age and developmental level of the children. Loose materials should be avoided for infants and toddlers, who tend to put things in their mouths. Another factor is cost. Solid cushioning surfaces such as rubber tile and mats tend to cost more than loose coverings, though they require less maintenance. The climate where the program is located may also be a consideration. For example, loose surfaces such as wood chips are less slippery under ice and snow.

Playground safety is regulated by various agencies, with some variation depending on local requirements. In addition to the playground surface, there are usually requirements related to the size of equipment, the meth- ods of anchoring the structures into the ground, the amount of space overall in the playground, and the space between struc- tures themselves and between structures and other playground elements, such as fences and trees. Licensing code usually also requires regular inspection for wear and tear on equipment.

When creating a new playground or renovating an existing play-

ground, one of the first considerations is the age of the children who will be using the equipment. One size does not fit all. The way children play and move, the characteristics of their physical development, vary quite a bit from one stage of childhood to another. Toddlers, for example, are not yet ready to climb ladders. Playground equipment for toddlers would have ramps and short, shallow stairs instead. Playground equipment for preschoolers, however, could include more advanced elements, such as ladders and climbing walls, but at shorter heights than playground equipment for older, elementary school students.

Climate also matters. If the playground will be built in an area that experiences considerable heat and sunshine, a plan must be made for shade. Tree shade is best, but awnings or tents can also work. Some playground equipment even comes with options for roofs or canopies.

Other important playground elements are riding paths and storage units. Toddler and preschool children benefit from the use of wheeled toys like trikes and scooters, and this kind of equipment requires smooth, wide paths for riding as well as large storage areas.

Landscaping Landscaping includes any of the plants and surfaces in the areas around the facility, both in the children’s play spaces and in the common areas, such as the entrance of the center. A landscaping plan might include bushes and shrubs along the façade of the building, a gravel walkway connect- ing the parking lot to the playground, shade trees surrounding the play areas, and raised garden beds for planting vegetables.

iStockphoto/Thinkstock

Ideally, a playground should have a balance of sun and shade and a variety of structures for the children to explore.

CHAPTER 5Chapter Summary

When making decisions about landscaping, some of the considerations include aesthetics (What plants will create the most pleasing and attractive pattern?), safety (What plants are least likely to attract bees and other undesirable insects? Which plants might be toxic if their leaves or flowers are ingested?), accessibility (What walkway surfaces will also be suitable for wheelchairs?), sustain- ability (Which plants will require the least watering?), academics (What kinds of gardening activi- ties will support our science curriculum?), and cost (What can we afford to plant and to maintain?).

In recent years there has been a growing trend in developing “outdoor classrooms.” The concept of the outdoor classroom grows from the concern that children spend too much time indoors and they need more activity and exercise. The trend is also influenced by the idea that children in con- temporary, urban society need more exposure to natural elements.

One option is a hybrid classroom that allows children to freely move between the indoor and outdoor spaces. During free play the outer doors are propped open, and children have access to a patio or garden space where they can choose from a variety of activities such as block building or dramatic play.

Parking Most early childhood programs in the United States are accessed by car. The primary consider- ation when planning and maintaining a parking area is safety. There must be clear pathways and safe procedures for families to walk with their children to and from their cars.

Parking may also be needed for school buses or vans. Some facilities feature a driveway near a building entrance that is designated for the drop off and pick up of children. The trend toward “greener” facilities, as described in the Focus On box earlier in the chapter, includes parking facili- ties. Air quality around a facility can be compromised if buses and cars run their engines while idling. In some urban areas, providing bike racks or a bike corral near the facility can be a practical way to accommodate parents that choose to bike their children to school.

Questions to Think About 1. If you were the director of a child care center serving infants, toddlers, and preschoolers,

what kind of surface would you choose for the playground and why? 2. Suppose teachers working in a preschool classroom with a set of doors leading to an

outdoor, fenced patio space decided they wanted to allow children the freedom of choosing between indoor or outdoor play during free-choice time. How might an early childhood administrator help support their efforts to develop an outdoor component to their curriculum?

Chapter Summary • Most early childhood administrators are responsible for all or part of the management

of the facility. • Some facilities are designed and constructed specifically for use by an early childhood

program. Others must be renovated and adapted. Construction, renovation, and mainte- nance of a facility must be in compliance with federal, state, and local laws and codes.

• Safety, accessibility, comfort, and cost are among the primary considerations in facility design and maintenance.

CHAPTER 5Post-Test

• The ongoing management of an early childhood facility can include overseeing opera- tions and maintenance staff, negotiating leases, and monitoring systems of technology.

• Early childhood administrators are responsible for ensuring that classrooms are orga- nized and maintained to provide optimal experiences for children that are consistent with the program’s philosophy, mission, and vision.

• Considerations in creating and managing developmentally appropriate classroom spaces are light, sound, color, and texture as well as room arrangement and the selection of furniture, equipment, and materials.

• Administrators must also oversee the design, organization, and maintenance of the shared spaces in a facility such as bathrooms and kitchens, the spaces for adult use such as offices, and the outdoor spaces such as playgrounds.

• The safety of the children is always the primary consideration in facility management, especially for playgrounds.

Post-Test

1. The comfort and safety of the facility that houses the early childhood program is impor- tant because a. children spend many hours in the classroom and playgrounds each day. b. most homes and apartments are not as safe as early childhood facilities. c. teachers need to feel calm and relaxed while they’re at work. d. parents are more likely to choose the program if the building is attractive.

2. Computer technology often plays a significant role in which of the following facility systems? a. snow removal b. bulletin boards c. building security d. parking lots

3. Which of the following is NOT a consideration when renovating a space that will be used for an early childhood program? a. flexibility b. scale c. accessibility d. color

4. Which of the following color combinations would probably be the best choice for the walls of an infant room? a. red, blue, and yellow b. pink, green, and blue c. ivory, beige, and pale green d. gray, brown, and black

5. The administrator’s role in storage would likely include a. throwing away spoiled food. b. hanging up children’s coats. c. sorting puzzle pieces. d. creating an inventory.

CHAPTER 5Discussion Questions

6. Ideally, an early childhood classroom should be arranged to include space for both a. textbooks and computers. b. small group and large group gatherings. c. parent meetings and family conferences. d. refrigerators and dishwashers.

7. Regarding classroom furniture, chair size and table height should be appropriate for the a. size of the child. b. color of the walls. c. philosophy of the program. d. day of the week.

8. Which of the following should be thoroughly cleaned before another child uses it? a. a bathroom sink b. a wooden chair c. an infant crib d. a playground swing

9. Which type of playground surface requires regular replenishing? a. rubber tiles b. wood chips c. foam mats d. poured flooring

10. In addition to playground equipment, an outdoor play space should include a. sculptures and other works of art. b. a parking space reserved for the center director. c. labels describing each type of tree and flower. d. smooth paths for riding trikes and other wheeled toys.

Answers: 1 (a); 2 (c); 3 (c); 4 (c); 5 (d); 6 (b); 7 (a); 8 (c); 9 (b); 10 (d)

Discussion Questions

1. Think about a place where you feel very welcome and relaxed. How does this place look, sound, smell, feel, or even taste? Which of these elements that make you feel welcome and relaxed could be duplicated in the facility of an early childhood program?

2. What kinds of training and experience would best prepare an early childhood adminis- trator for the role of facility manager?

3. Most early childhood administrators don’t know everything about facility management before taking on the role. Which topics or tasks do you think would most likely require an administrator to seek outside consultation and expertise?

CHAPTER 5Additional Resources

Answers and Rejoinders to Pre-Test

1. False. Facility design and room arrangement will vary from program to program, even among high-quality programs.

2. True. Early childhood professionals, with their expertise in child development, cur- riculum, play, and their knowledge about how programs operate, can provide valuable insights in the planning and development of a facility renovation or construction project.

3. False. Both adults and children use classrooms as well as entrances and hallways. For example, adults, such as teachers, need comfortable places to sit in classrooms, and chil- dren as well as their parents must be safe and comfortable when entering the building and traveling down hallways.

4. False. Art centers and block areas are essential, not optional. Licensing and accreditation guidelines require that art supplies and blocks are available in preschool classrooms.

5. False. Administrators are responsible for more than cleanliness and sanitation. They must also ensure that the design and placement of the bathroom facilities meet the ap- propriate regulations and requirements.

Additional Resources

Web sites Ecomii Green Building http://www.ecomii.com/building This green lifestyle site provides green building guides, articles, ideas, and tips.

Environmental Rating Scales http://naturalstart.org/resources/go-green-rating-scale-early-childhood-settings This is the primary web site for the ECRS-R, the Early Childhood Rating Scale, and other research- based assessment instruments for early childhood and child care program quality.

Go Green Rating Scale http://www.gogreenratingscale.org/ Designed to be an educational tool as well as a measure of conditions, the Go Green rating scale is a resource for early childhood administrators seeking to define what “green” is in quantifiable terms.

Spaces for Children http://www.spacesforchildren.com/ SPC is a design firm founded by early childhood educator Louis Torelli and architect Charles Dur- rett. The website features images and articles describing quality facility design for developmen- tally appropriate environments.

U.S. Environmental Protection Agency: Wastes http://www.epa.gov/epawaste/ This site informs visitors about waste-related topics, including resource conservation and hazard- ous wastes.

http://www.ecomii.com/building

http://naturalstart.org/resources/go-green-rating-scale-early-childhood-settings

http://www.gogreenratingscale.org/

http://www.spacesforchildren.com/

http://www.epa.gov/epawaste/

CHAPTER 5References

Further Reading Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood envi- ronments. St. Paul, MN: Redleaf Press.

This guide for early childhood professionals offers practical suggestions for creating beautiful, functional, and creative spaces for children to learn and play.

Nelson, E. (2012). Cultivating outdoor classrooms: Designing and implementing child-centered learning environments. St. Paul, MN: Redleaf Press.

The author provides suggestions for creating exciting outdoor learning spaces for chil- dren. The text is illustrated by full color photographs.

Key Terms

accessibility This term refers to both the ease of accessibility for all families, such as the location relative to where families live and the availability of public transportation, as well as issues of accessibility specifically for children and adults with disabilities.

Americans with Disabilities Act (ADA) A law passed in 1990 that mandates certain build- ing features that allow accessibility for people with disabilities.

consumables Items that get used up and must be purchased on a regular basis.

facility The building where early childhood services are provided.

green building A building that is constructed and maintained using as few environmental resources as possible.

References

American Society for Testing and Materials (ASTM). (2010). Standard guide for ASTM standards on playground surfacing. Retrieved December 20, 2012, from http://www.astm.org /Standards/F2223.htm

Boise, P. (2009). Go green rating scale. St. Paul, MN: Redleaf Press.

Carter, M. (2007, July/August). Making your environment “the third teacher.” Child Care Informa- tion Exchange, 176, 22–26.

Community Playthings. (2006). Children come first: Selecting equipment for early childhood edu- cation. Retrieved December 29, 2012, from http://www.communityplaythings.com /resources/articles/RoomPlanning/index.html

Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood envi- ronments. St Paul, MN: Redleaf Press.

Doctoroff, S. (2001, December). Adapting the physical environment to meet the needs of all young children for play. Early Childhood Education Journal, 29(2), 105–109.

http://www.astm.org/Standards/F2223.htm

http://www.communityplaythings.com/resources/articles/RoomPlanning/index.html

CHAPTER 5References

Durrett, C., & Torelli, L. (2009). Deconstructing “green”: A holistic approach to designing sustain- able child development centers. Child Care Information Exchange, 187, 20–25.

Edwards, C., Gandini, L., & Forman, G., Eds. (2012). The hundred languages of children: The Reg- gio Emilia experience in transformation. Santa Barbara, CA: Praeger.

Fielding, R. (2006). Learning, lighting, and color: Lighting design for schools and universities in the 21st century. Retrieved December 27, 2012, from www.designshare.com/articles/1/133 /fielding_light-learn-color.pdf

Gonzalez-Mena, J., & Eyer, D. W. (2007). Infants, toddlers, and caregivers. Boston, MS: McGraw Hill.

Greenman, J. T. (1988). Caring spaces, learning places: Children’s environments that work. Red- mond, WA: Exchange Press.

Harms, T., Clifford, R. M., & Cryer, D. (2004). Early childhood environment rating scale. New York, NY: Teachers College Press.

Moore, G. T. (1996, July). How big is too big? Child Care Information Exchange, 110, 21–24.

Moore, G. T. (1997, March). The common core of a child care center. Child Care Information Exchange, 114, 82–86.

National Association for the Education of Young Children (NAEYC). (2017). NAEYC early learning standards and accreditation criteria & guidance for assessment. Washington, DC: NAEYC. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/ PDFs/accreditation/early-learning/Standards%20and%20Accreditation%20Criteria%20 %26%20Guidance%20for%20Assessment_April%202017_3.pdf

Read, M. A. (2007, June). Sense of place in child care environments. Early Childhood Education Journal, 34(6), 387–392.

Torelli, L., & Durrett, C. (2007, March/April). Landscape for learning: The impact of classroom design on infants and toddlers. Early Childhood News. Monterey, CA: Excelligence Learning.

United States Consumer Product Safety Commission. (2010). Public playground safety handbook. Bethesda, MD: U.S. Consumer Product Safety Commission.

United States Department of Justice. (2010). ADA standards for accessible design. Retrieved December 29, 2013, from http://www.ada.gov/2010ADAstandards_index.htm

United States General Services Administration. (2003). Child care center design guide. New York, NY: GSA Public Buildings Service.

www.designshare.com/articles/1/133/fielding_light-learn-color.pdf

https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/Standards%20and%20Accreditation%20Criteria%20%26%20Guidance%20for%20Assessment_April%202017_3.pdf

http://www.ada.gov/2010ADAstandards_index.htm