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DCCUMENT RESUME

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Waligura, Randolph L.; And OthersEnvironmental Criteria: MR Preschool Day CareFacilities.Texas A and M Univ., College Station. School ofArchitecture.Rehabilitation Services Administration (DREW) ,Washington, D.C.71109p.

MF-$0.65 HC-$6.58Building Design; *Child Care Centers; *ClassroomEnvironment; Disadvantaged Youth; *EnvironmentalInfluences; Environmental Research; *ExceptionalChild Services; Facilities; *Mentally Handicapped;Preschool Children

ABSTRACTContributions of the physical environment to the

learning process and environmental needs of preschool children areevaluated. Guidelines for the planning and design of preschool daycare facilities, especially for mentally retarded and other childrenwith developmental disabilities, are established. The current statusand trends in day care services are summarized and the background,learning characteristics, and curriculum objectives for retarded,culturally deprived, and normal children are described. Methods andactivities used to achieve these objectives, and the implicationsthey have for the supporting physical environment, are identified.Component parts of the physical environment (color, light, acoustics,climate control, interior surfaces, space, flexibility) are discussedindividually and in their relationship with each other and variouspsychological variables. Suggested detailed planning and designrequirements for the preschool facility cover the education/trainingarea, ancillary area, administrative area, storage, furniture, andsafety. The planning and design process necessary for utilization ofthese guidelines is illustrated by four hypothetical case studies inwhich facilities are designed for different day care situations.(KW)

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U.S. DEPARTMENT OF HEALTH,EDUCATION at WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-.INATING IT, POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

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Environmental Criteria:MR Preschool Day Care Facilities

conducted by:Research CenterCollege of Architecture & EnvironmentalDesignTexas A&M UniversityCollege Station, Texas 77843

sponsored by:Grant RD-i-MR 07000Department of Health, Education, & WelfareSocial and Rehabilitation ServiceRehabilitation Services AdministrationDivision of Mental RetardationWashington, D.C.

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Acknowledgements

As is almost always the case with projects ofthis scope and duration, the final product isthe result of the dedicated efforts of manypersons.

Research Team:Randolph L. Waligura, principal investigatorMary Martha Thompson, research associateRobert Bradley, research assistantJim Brinkley, graduate assistantPat Caporina, graduate assistantJan Edwards, graduate assistantTerrence Gent, graduate assistantDavid Martino, graduate assistantCharles Toperzer, graduate assistantRalph Hilton, undergraduate assistantRand Silvermann, undergraduate assistantArie Schinnar, undergraduate assistantBill Voigt, undergraduate assistantMike Wester, undergraduate assistantJudy Henderson, librarianLinda Escamilia, secretaryLinda Jamison, secretaryLucinda Kerley, secretaryTechnical and photographic assistance wasfurnished by Gunter Schmitz, Director ofProject Development and by Russell Stogsdill,Research Architect.Administrative support and encouragementwas furnished by James Patterson and GeorgeJ. Mann, past and present Directors of theResearch Center, and by Edward J. Romieniec,Dean of the College of Architecture andEnvironmental Design,

Advisory Team:Stuart Fisher, M.P.H., DirectorPlanning and Programming DevelopmentDepartment of Mental Health/MentalRetardationAustin, Texas

Mary JerniganSupervisor of Special EducationBryan Public SchoolsBryan, Texas

Marjory KirklandSocial Work Consultant, CSBDepartment of Health, Education, and WelfareSocial and Rehabilitation ServiceRehabilitation Services AdministrationDivision of Mental RetardationWashington, D.C.

Robert B. Kugel, M.D., DeanCollege of MedicineUniversity of NebraskaOmaha, Nebraska

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Darrell J. Mese, PH.D., DeanJ. Hillis Miller Health CenterCollege of Health Related ProfessionsUniversity of FloridaGainesville, Florida

A. Rorke Vanston, ArchitectChief of Architectural & Engineering UnitDepartment of Health, Education, & WelfareSocial and Rehabilitation ServiceRehabilitation Services AdministrationDivision of Mental RetardationWashington, D.C.

Walter A. Varvel PH.D.ProfessorDepartment of PsychologyTexas A&M UniversityCollege Station, Texas

Raymond W. VowellVice Chancellor for Public AffairsUniversity of Texas Austin, Texas

Consultants:John Bartram, M.D.Mary Martin, Director of Nursing SchoolSt. Christopher's Hospital for ChildrenPhiladelphia, Pennsylvania

Frank Borreca, Executive DirectorHarris County Center for the Mentally RetardedHouston, Texas

Max Christensen, RectorMildren Gillaspy, PrincipalSt. James' Episcopal Church Nursery School

and KindergartenSan Francisco, California

Edward Curley, DirectorCommunity Facilities PlanningDepartment of Mental HygieneState of New York

Louis Fields, DirectorCooperative School for Handicapped ChildrenVienna, Virginia

H. Carl Haywood, Assistant DirectorJohn F. Kennedy CenterGeorge Peabody College for Teachers

Helen Huggins, DirectorAid Retarded Children Preschool ProgramSan Francisco, California

Marie Hughes, DirectorMary Coxon, Research AssociateCenter for Early Childhood EducationUniversity of Arizona

William Kellett, Jr., Assistant ProfessorCollege of Architecture & Environmental DesignTexas A&M UniversityCollege Station,, Texas

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Walter Kroner, Research AssociateCenter for Architecture ResearchRensselaer Polytechnic institute

Clifford Lockyer, DirectorSue Wa Ipol, PrincipalJim Bohannah, Director of EducationBridgeport Regional CenterBridgeport, Connecticut

Gaines Mann, Assistant DirectorDemonstration & Research Center for Early

EducationGeorge Peabody College for Teachers

Peter Manning, DirectorSchool of ArchitectureNova Scotia Technical College

Jerome Medrick, Medical DirectorRochelle Meyers, Director of Nursery SchoolChildren's Hospital Child Development

CenterSan Francisco, California

Hyman Pleasure, M.D.,Deputy Commissioner for Local ServicesDepartment of Mental HygieneState of New York

Sally Provence, M.D., DirectorJune Patterson, Director of Nursery SchoolChild Development UnitYale UniversityNew Haven, Connecticut

Katherine Reno, DirectorSchool of the Chimes, Inc.Baltimore, Maryland

Grady Rogers, DirectorRichard Webster, Project ArchitectIrene Wortham Day Care CenterAshville, North Carolina

Arnold Rosner, Associate ProfessorCollege of Architecture & Urban PlanningUniversity of WashingtonSeattle, Washington

H. David Sokoloff, ArchitectLackey-Sokoloff-Hamilton-BiewettSan Francisco, California

Norma Stone, PresidentTexas Association for the Education of Young

ChildrenHouston, Texas

Robert Utzinger, Assistant ProfessorArchitecture Research LaboratoryUniversity of MichiganAnn Arbor, Michigan

Sylvia Zucker, Executive DirectorSarah B. Hudgins Regional CenterHampton, Virginia

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Special Credits:Appreciation is extended to the followingindividuals for allowing us the use of theirinformation, photos, and publications asreference sources for our project.

The Metropolitan Toronto School BoardSEF ElEducation Specifications and UserRequirements for Elementary (K-6) Schools

Richard Dattner, AIADesign for Play

Paul Friedberg, ASLA

Ledermann and TrachselCreative Playgrounds and Recreation Centers

Special thanks to Don Sweeney and H.C.Cairncross for their fine job of reviewing andediting.

Finally, we must acknowledge our debt to theDepartment of Health, Education, and Welfare,Rehabilitation Services Administration, Divisionof Mental Retardation, for their financialassistance, for their encouragement, and fortheir spirit of objective inquiry. Theirwillingness to support a project of this scopeindicated the high degree of concern felt forearly childhood education and training.Special thanks to Dr. Jasiow and his staff, andespecially to A. Rorke Vanston, who servedas project liaison officer and whoseenthusiasm and expert advice and criticismcontributed enormously to the success ofthis project.

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Preface

All children exist Simultaneously in many"environments." The& ijve in a physicalenvironment, In a socio-economic, inintellectual and emotional environments, toname a few. Each environment contributes toa child's behavior in proportions which varywith the circumstances. Effective earlyeducation should provide the diverseexperiences conducive to a child's soundgrowth toward the assumption of a meaningfuladult role which best fulfills his potential.

The part played by the physical environment inthe learning process is poorly understood and

until recently has been virtually Ignored. Thereis steadily growing recognition that thephysical environment can not only provide thebasic levels of comfort but also the stimulationneeded for maximum physical, social,emotional, and intellectual development. Theimportance of this developmental stimulationcan be determined only after its potentialcontributions are understood and evaluated.

Many authorities in the field educators,child development specialists, architectsfeel that the physical environment plays asignificant role in the learning-living cycle. Itis difficult to substantiate this feeling becauseof Inadequate measuring and evaluationmethods and the newness of the field ofenvironmental science, but serious efforts arebeing made to study the relationship betweenman and his environment.

The task, therefore, of studying theenvironmental needs of preschool childrenand of developing environmental criteria whichwould not only enhance the learning experienceof young children but also make an effectivecontribution to the field of environmentalstudies, was undertaken with a view towardsestablishing a set of guidelines for personsconcerned with the planning and design ofday care facilities for preschool children.

Although it was determined that the nuidelineswere applicable to all preschool facilities,special emphasis is placed on facilities forthose mentally retarded children who caneffectively benefit from a structured preschoolprogram.

A more comprehensive application would befor children with "developmental disabilities".Developmental disabilities being defined as"a disability attributable to mental retardation,cerebral palsy, epilepsy, or anotherneurological condition of an individual foundto be closely related to mental retarda0on orto require treatment similar to that requiredfor mentally retarded individuals, whichdisability originates before such individual

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attains age eighteen, which has continued orcan be expected to continue indefinitely, andwhich constitutes a substantial handicap tosuch individual".Information throughout this publication,whenever categorized as being for thementally retarded, should be thought of aspertaining to children with developmentaldisabilities as previously defined.

In developing these guidelines we haveaccepted certain premises. The viewsexpressed herein contain the thoughts,theories, and results of practical applicationsof many people, properly documented, ofcourse. Hopefully, however, the synthesis hasresulted in the promulgation of new ideaswhich are attributable to and theresponsibility of the research team.

The physical facility Is thought of as acatalytic agent in the learning process. Itprovides basic human comfort, necessaryequipment and furniture, supplies, andcreates an optimum setting for physical,social, and emotional development.The physical facility can also suggest andstimulate behavior.A certain small percentage of learning andbehavior modifications may be attributed tothe effects of the physical environment.A larger percentage can be attributed to thenature of the activity that is being performed.Although individual children perceive theirenvironment differen:ly, generalizations havebeen made concerning the physical andpsychological responses to environmentalstimulation that are widely accepted.The ability, enthusiasm, and creativeness ofthe preschool teacher will largely determinethe success of the educational program.The enthusiasm and creativeness of theteaching staff can be greatly influenced bythe physical environment.

This report has been developed in six parts.

Part 1 discusses the current status andtrends in day care services.

Part 2 provides general orientation to earlychildhood development and preschool programobjective followed by a more detaileddiscussion of the background and learningcharacteristics of retarded, culturally deprived,and "normal" children. Curriculum objectivesfor each of these groups are presentedseparately and their similarities noted.

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Part 3 combines the educational objectives ofprograms for mentally retarded, culturallydeprived and normal children in a discussionof the methods and activities used to achievethese objectives, and the implications theyhave for the supporting physical environment.

Part 4 emphasizes the role that thecomponent parts of the physical environmentplay in providing direction, suggestions,stimulations and basic comfort necessary foroptimum learning experiences. Thesecomponent parts are discussed individuallyand In their relationship with each other andvarious psychological variables.

Part 5 suggests detailed planning 'and designrequirements for the preschool facility. Specificspaces are presented in terms ofenvironmental components, relationships,furnishings and the role they have on specificeducational activities.Storage requirements for each space in thepreschool facility are discussed and specificinformation is presented for effective utilization.

Equipment/furniture is carefully analyzed withprojections being made for future development.

Guidelines are summarized into charts andmatrices for actual usage by practicingeducators and architects.

Part 6 illustrates the planning and designprocess essential for effective utilization of theabove derived guidelines. The process ispresented in the form of four hypotheticalcase studies in which facilities are designed tofit four different day care conditions. Specificsolutions are illustrated by architecturaldesigners as their individual interpretation ofthe guidelines.

This report is intended to be a workingdocument for educators, administraters,architects, and desighers who are developingpreschool day care facilities for mentallyretarded, culturally deprived, and norralchildren. It provides planning and designguidelines for the creation of a physicalenvironment which will effectively implementthe preschool program. Only through its usageand continuous feedback of information willeffective evaluation and continuous updatingand revisions be possible. This realisticexperimentation will provide substantial andmeaningful refinements toward enhancing ourpresent "state-of-the-arts".

Table of Contents

Introduction 6NeedPurpose

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Day Care ServicesCurrent StatusComponent PartsEducational Trends

2Day Care ProgramsMentally Retarded ChildrenCulturally Deprived ChildrenNormal Children

3Program ImplicationsOrientationEducational TrendsCurriculum influence

4Environmental ImplicationsDefinition of EnvironmentColorLightAcousticsClimate Controlinterior SurfacesSpaceFlexibilityPsychological VariablesSummary

5The Day Care FacilityBasic Planning ConsiderationsEducation/Training AreaAncillary AreaAdministrative AreaStorageFurnitureSafetyRelationship Matrices

6Case StudiesDesign ProcessDesign Applications

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Observations/Recommendations 104

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Introduction

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Need

This country has lagged far behind Russia andWestern European countries In providing daycare facilities for children and until recentlyhas steadfastly refused to confront itsobligations in this area. When day care turnedout to be a focal point of Federal programsdesigned to provide training and jobs for theunderemployed and the unemployed, theattention of many was directed to a factwhich has been known to working mothersfor years there are not enough day carefacilities. Attention was also directed to thefact that the services which were availablefell short of making the vital contribution tothe growth of children that current learningtheory indicated was possible. Advantage wasnot being taken of those years during whichthe child was most malleable and opportunitieswere being lost to provide children with thestimulating and growth fulfilling experiences sovital for normal development. Children livingin low income and welfare families werebearing the brunt of this neglect.

Gradually it has become apparent that daycare services offer an unparalleled opportunityto do two humane and profitable things at onetime: (1) release many women from child careresponsibilities so that they can work, improvetheir standards of living, and, in many cases,go off "relief"; and (2) at the same timeprovide their children with better care andgreater opportunities for growth than theycould receive in their homes.

With an understanding of the value ofeducational day care and an acceptance ofresponsibility to provide such services, theFederal Government has provided financialincentive for the organization of day carecenters and created standards for theiroperation. In addition, the business communityhas realized that day care for preschoolchildren is both public spirited and profitable.Likewise, many industrial firms now recognizeday care as a fringe benefit for workers fromwhich the company too receives benefits suchas an expanded labor pool, reducedabsenteeism and fewer family relatedanxieties.

Children from culturally deprived backgroundsand children of working mothers are not theonly ones benefiting from stimulating day care.It has become an acknowledged educationalforce for handicapped children the mentallyretarded, the deaf and hard of hearing and thevisually and orthopedically handicapped andits potential for guiding children towardcreative growth is being used to advantage t'yan increasing number of parents who areenrolling their children in preschool and

nursery school programs. Lillian Katz notes that"In the five years since Head Start began, theenrollment of children in preschool classes hasjust about doubled. In 1969 nearly a millionchildren were enrolled in pre-primary classes.This figure includes enrollment in Head Startprojects, day care centers, private andcooperative.nursery schools, laboratoryschools, and public and parochial preschoolprograms including kindergardens." (13:42)

There seems to be little doubt that large sumsof private and public money will be spent inthe coordination and renovation of variouskinds of day care facilities and in themaintenance and evaluation of doy careprograms. It is important that this money bespent wisely in order to develop day carefacilities which increase the impact of theeducational program and which respond tochanging program needs. Buildings shouldstimulate teacher creativity, help theteacher-child relationship to become moremeaningful and broaden the child's opportunityto make significant and lasting contacts withthe world around him. This is especially truefor children with developmental disabilities.

Little information is available to provideguidelines for the construction of day carecenters for either full day care or preschoolprograms. While come highly specializedfacilities will be constructed, such as thoseconnected with medical and graduate schools,the majority of day care centers will beservice oriented. Most will represent the goodfaith efforts of communities to provide servicesresponsive to the needs of their citizens.However, the sponsors may have littleinformation about how such facilities shouldbe planned, and the architects may havelimited knowledge of the programs which willtake place in the building they are hired toplan. They may be equally lacking in knowledgeconcerning the behavior and development ofyoung children.

Purpose

It was the purpose of this project to prepareguidelines for those who build or renovateday care centers. The project as originallyconceived was limited to day care facilitiesfor the retarded, particularly the mild andmoderate retarded preschoolers, mainlybecause they represent the largest group ofthe retarded population that can effectivelybenefit from structured group learningprocesses. The scope was later enlargedto include facilities for preschool culturallydeprived children from whose ranks come adisporportionately large number of theretarded. As the project progressed, theconviction grew that the guidelines would beuseful to anyone considering the constructionof any kind of day care facility for preschoolchildren, normal or handicapped. The similarphysical, social, emotional and intellectualcharacteristics which children share aschildren are greater than their individualdifferences. Their educational needs arethe same, although the means by which theyare realized vary as do their expectationsconcerning the extent of their ultimatedevelopment.

This report presents the results of aninvestigation into the requirements for aphysical setting which would complement theprogram objectives of day care facilities forchildren from two through seven years of age.

The research reported herein was performedpursuant to a grant with RehabilitationServices Administration, U.S. Departmentof Health, Education and Welfare. Contractorsundertaking such projects under governmentsponsorship are encouraged to express freelytheir professional judgment in the conduct ofthe project. Points of view or opinion stateddo not therefore necessarily represent officialRehabilitation Services Administrationposition or policy.

The project has utilized an interdisciplinaryteam of psychologists, nurses, planners,educators, and architects.

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Day Care Services 1

Current Status

A day care center is defined as any facilityfor the care of children for less than 24 hoursa day. Preschools, nursery schools, daynurseries, centers offering full day care for thepreschool children of working mothers, andhomes offering similar care are all consideredday care facilities.

While this project was primarily concernedwith facilities for preschool retarded andculturally deprived children, the results haverelevance for all day care facilities for youngchildren between the ages of 2 to 7 yearsof age. "Regardless of why a child comes tothe center, or the number of hours he is there,his needs are the same. Children, becausethey are children, must be served in a groupby the same professional insight and skills andby the same basic facilities and curricularprocess." (28:4)

Nursery schools offering group experiencesfor children under five years of age wereestablished in this country after World WarI, but It was not until World War II, whenwomen became a vital part of the labor force,that day care centers for the children ofworking mothers received governmentalsupport. When the war was over, the federallysponsored programs disappeared, althoughmany women continued to work, providing forthe care of their children as best they could.The number of working women increasedsteadily to over nine million by 1964. Of these,three and a half million had children undersix years of age and two million had childrenunder three years of age. (6.5) Recently, theWall Street Journal reported that, in 1969,there were 4.2 million working mothers withpreschool children. It was also estimated thatthe proportion of working mothers, who havechildren living at home will rlse from 60% to70% during the 1970's compared with 42%in 1960 and only 10% in 1940. (2) Whatproportion of these mothers have one or morechildren with a developmental disability Isnot known.

In Russia and many European countries, daycare has long been recognized as importantand has been provided for by the government.Only with the advent of the "poverty program,"however, did the United States begin torecognize the importance of day care as aresource for the welfare of young children,even though it had been demonstrated earlierthrough the rapid growth in ihe '50's ofpreschool programs for handicapped children,particularly retarded children.

Day care for children is necessary if mothersmust work, and work is highly desirable for

mothers in many families receiving welfare.Both of these facts have been recognized in alegislative proposal, The Family 'AssistanceAct, for a new federally supported day careprogram which was sent to Congress inOctober, 1969, by H. E. W. Secretary RobertFinch. The Family Assistance Act, whichwould replace Aid to Families of DependentChildren, includes a work-training provisionwhich is mandatory for all welfare recepientsexcept those with preschool age children, forwhom work-training is voluntary. Under theAct, the Federal Government would beobligated to provide comprehensive day careservices for all families participating in theplan. Secretary Finch asked Congress for$386 million to cover the cost of providingday care for approximately 450,000 childrenin the first year of the program. The costwould be approximately $1600 a year for apreschool child and $400 a year for a schoolage child. He stated that, "Beyond the valueof day care to the working parent, there areenormous benefits which accrue to the childenrolled in a comprehensive child developmentprogram. We know that the child of povertyneeds far more than custodial care Ifdevelopmental deficits are to be overcome."(23:2) The Act was later amended to providemoney for the construction of day carefacilities. While it seems unlikely that thisproposal will pass in 1970, the fact that itwas even proposed seems predictive ofthings to come.

While the federal government sponsorsprograms to improve the employment potentialof low income and welfare families byproviding training and jobs for women aswell as men, another important group issurging into the labor market the middleclass mother. Rudeman points out that, "Inrecent years the largest group of maternalemployment has occurred in middle classfamilies. One of the strongest correlations inthis field ls between employment andeducation: the more education the motherhas the more likely she is to work" (6:21)Educated women have long supportedpreschool experience for their children. Asthey join the labor force, many prefer daycare services to home care. They alsodemand high quality care for their children.

In addition, an increasing number of parentshave felt that preschool experience canmake a valuable contribution to thedevelopment of their children even when themother is at home, and consequently, suchparents have enrolled their children Inprivate nursery schools. These preschool

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programs for children from middle classfamilies served as modes for many of theearly programs for handicapped children andfor the Head Start programs.

As a result of such developments, prejudiceagainst day care for even very young childrenis giving way. Also disappearing is the notionthat if a child is in a day care center there issomething abnormal about the family situation.Federal funds have become available andpilot and experimental projects in infantgroup care are being undertaken. BettyeCaldwell and Julius Richmond at SyracuseUniversity were among the first to demonstratethat infants could develop satisfactorily underproper day care conditions.

Since few communities have allocated publicfunds to provide adequate day care facilities,private resources for child care havemushroomed. The Children's Bureau reportedthat licensed day care facilities in the fiftystates, Puerto Rico, the Virgin Islands andthe District of Columbia increased from 23,707in March, 1965 to 38,400 in March, 1968. Thenumber of children being cared for in thesefacilities increased during that period from310,000 to 531,000. It estimated that 90% ofall children in day care are in such privatehomes and centers. How many are beingcared for in their own homes by maids,relatives and siblings, or in unlicensedcenters is not known. A study done by theCensus Bureau for the Children's Bureauindicated that 400,000 children under theage of twelve were looking after themselveswhile their mothers worked. (6:6)

An interesting and promising development inexpanding and Improving the day careservices offered by communities ls now inits Initial phase. The federally sponsored 4-CprograM Community Coordinated ChildCare is an outgrowth of the Federal Panel onEarly Childhood. As the 4-C Manual statesits objective: "The 4-C idea Is deceptivelysimple. In any community there is a spectrumof agencies and of child care services, which,when put together, form a whole, meant tomeet the child care needs of the membersof that community. If one put all of theavailable services together in any communityone would probably find huge gaps, someduplication and harmful competition forscarce resources in the child care servicespectrum. It is the GOAL of 4-C to meet andwork to eliminate these problems throughcommunity wide planning and provision ofchild care services." The Office of EconomicOpportunity is under contract with the DayCare and Child Development Council of

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America, to provide technical assistance tocommunities interested in exploring thisconcept of coordination.

Also, private industry has begun to provideday care services as a fringe benefit toemployees with industry realizing benefits atthe same time. Industrial concerns consideringday care centers now realize such servicestend to increase job applications from qualifedwomen and cut down on absenteeism. InMarch 1970, a Conference on industry andDay Care was held in Chicago. Peopleactively involved in day care programsdiscussed costs, funding, program goals andevaluation, community relations, franchising,licensing, and pending Federal legislationwith representatives of industry and franchisingcompanies. Representatives of fifty companiesattended the conference, which was sponsoredby the Urban Research Corporation.

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ComponentPartsA comprehensive day care program involvescooperation between and among parents andthree professional groups: health workers,educators and social workers. The proportionalcontribution of the three groups depends onthe nature of the service being offered and thelocal population. A program for under-privileged children, for example, may needfull emphasis in all three areas, while anursery school for the retarded children ofmiddle class parents may require onlytraining for the children and casework forthe parents. A preschool for normal children

may provide only educational experiences.

In planning a day care program, majorconsideration should be given to the basicservices which the facility will provide, e.g.,full or part day care, health, community andsocial services, the nature of the populationserved, etc. Attention should also be given tothe ease with which the program can toleratechange particularly during a time when thegoals and methods of education are beingscrutinized and challenged and changed.Knowledge of the direction of such changes canbe helpful in planning a facility which isflexible enough to accept change gracefullyand to encourage innovation as well. Withthis in mind, the following section discusseseducational trends now influencing day careservices.

EducationalTrendsDemandAppropriate early stimulation improves thequality of the developmental process in youngchildren, and this effect has focused attentionon the vital role which preschool educationplays in human growth. This, coupled withthe need for care for the children of workingmothers, has led to an increasing demandfor educational day care facilities. This demandis being met by both governmental andprivately sponsorod facilities.

Early InvolvementDay care planning is tending to includechildren at an increasingly early age. Manycommunities, for example, are exploring thepossibility of developing programs for twoand three year olds, and especially for thehandicapped two and three year olds, becauseof the hope that early stimulation and trainingcan prevent the development of functionalretardation in culturally deprived children andhelp the retarded child function up to hispotential.

There is at present a re-evaluation byprofessional people of the potential of daycare centers for infants, e.g. the work ofCaldwell & Richmond. (4) While there havealways been infants in day care centers andday care homes, professional people havetended to disapprove and have maintainedthat infants should remain in their own homes.The re-evaluation of the possibilities of daycare for infants should lead to wideracceptance and the development of standardsfor optimal infant care. At present theChildren's Bureau is sponsoring five studieswhich are seeking the most effective ways ofusing mother substitutes, comparingdevelopment in children experiencing differentcare situations, and exploring the possibility oftraining women from disadvantagedbackgrounds as non-professional assistants.(22:7)

New Teaching ApproachesMany approaches are being tried in an effortto produce more effective teaching methodsto apply to realistic and relevant subjectmatter. For example, the approachea ofMontessori and others while not new arebeing re-evaluated in light of new learningtheories. Other approaches, such as thetalking typewriter of 0. K. Moore and the"pressure cooker" of Bereiter and Engelmann,are new and controversial. Maya Pines in

her book, Revolution in Learning The Yearsfrom Birth to Six, presents a useful discussionof these various approaches and others aswell. (14)The work of four men Bruner at Yale, Huntat Illinois, Bloom at Chicago, and Piaget inGeneva has provided new psychologicalinsights into the learning process. Theseinsights, with their emphasis on relevancy,the sequential nature of learning, criticalperiods in growth, and the surprising capacityof children for learning are producingmodifications in school curricula.

New Methods Of DeliveringServicesConcurrent with the search for improvedcurricula is the search for new methods ofdelivering services. Methods of delivery arebeing tailored to the recipient just as with theprogram. In some cases, the child comes tothe program and in other cases the programis brought to the child, either directly orindirectly through the training of his motherin educational skills and child care practices.Ira Gordon in Florida and Earl Schaffer inWashington, D.C. are among the pioneers inthe attempt to establish a more effective homelearning environment. People from differentprofessional backgrounds provide a variety ofservices. The visiting nurse and homeeconomist, for example, have been particularlywelcome in many low income families wholooked with suspicion on other "do good"approaches.Since the business community has becomesensitive to the advantages of having day careservices available for the children of theiremployees, day care programs are being setup in areas adjacent to industrial Plants andin office and hospital complexes. (7:110)Mobile units are being used in some states toprovide outlying areas with educational anddiagnostic services for young children as wellas for other age groups.

Redefined Teacher's RoleThe shortage of special education teachershas forced the public schools into are-examination of the role of the teacher in theclassroom. It is especially important thereforethat the energy of the gifted teacher bechanneled into teaching and not drained offinto a variety of activities which could be doneas well by another with less training. Schoolsystems are experimenting with master

teachers, team teaching, and the use of teacheraides. More specialty teachers are beingemployed.

Non-Professional AssistantThe non-professional worker is increasinglybeing accorded a position in the educationalhierarchy. This is no new concept to day care,where the teacher-helper or assistant haslong been utilized. Such staff personnel oftenassist in the instruction of the children underthe supervision of the teacher, and in addition,carry out routine duties such as seeing thatthe children get to the bathroom. The use ofnon-professional personnel in day carecenters has been accelerated by theestablishment of programs designed to trainunskilled adults for better employment.Examples are the New Careers program ofthe Department of Labor as well as theUniversity of Florida program mentionedearlier. Both programs emphasize thedevelopment of non-professionals as parenteducators and effective participants in theclassroom teaching process.

Audio-Visual TechnoriogyAppearing on the market are an increasingnumber of audio-visual aids and teachingdevices which many educators believe willrevolutionize teaching methods. Young childrenrespond well to films, filmstrips, tape recorders,and phonograph records. Televisionprogrammers are becoming interested inproducing material which is both relevant andipstructive for the intended viewers. Sesame_Street, which focuses on widening the lifeexperiences of the disadvantaged child, is anexcellent beginning in this direction. Also,closed circuit television and videotape areproving useful in university teacher-trainingprograms and in demonstration andexperimental schools.

Comprehensive ServicesThe trend toward more comprehensive servicesis conspicuous in day care programs involvingchildren from low income welfare families.Such children require the full spectrum ofhealth and social work services, since they,more than other children, are likely to havemental, physical, and sensory defects whichneed care. The Head Start programs haverequired that these services be available asa condition precedent to sponsorship.

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Parental/CommunityInvolvementMost of the federally sponsored day careprograms are for the children of poverty.These programs require that parents beinvolved in all phases of planning, and thosewhich have succeeded have been those towhich the parents have been most committed.Parent understanding and support of schoolprograms and hopefully reinforcement athome give the programs meaning andvalidity to the children. At the same time,involvement in the school can be aneducational force in the life of the parents.

Increased community involvement is apparentfrom the number of people ot all ages andsocial backgrounds who are working asvolunteers. Service groups have fund raisingprojects. Many individuals are feeling anincreased responsibility for the welfare ofothers and actively trying to improve thestatus quo.

11

Day Care Programs

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Mentally Retarded Children

General InformationThe definition of mental retardation whichcurrently has the widest acceptance is that ofthe American Association of Mental Deficiency:"Mental retardation refers to sub-averagegeneral intellectual functioning which originatesduring the developmental period and isassociated with impairment of adaptivebehavior." (65:3) This definition is flexible,yet definitive, and stresses that intelligencetest scores must be evaluated in conjunctionwith other information related to adaptivebehavior. Its developmental approach allows acomparison between specific behavior patternsof individuals and standards appropriate forcontemporaries. Since it is a functionaldefinition it avoids the problem of etiology. Itchallenges the previously held criterion of thepermanence of the condition: "Mentalretardation is a term descriptive of the currentstatus of the individual with respect ofintellectual functioning and adaptive behavior."(65:4)

The AAMD classification describes five levelsor degrees of mental retardation:

Level V Borderline retardation1.0. between 84 and 58 on theStanford-Binet

Level IV Mild retardation1.0. between 67 and 52

Level III Moderate retardationI.Q. between 51 and 36

Level II Severe retardation1.0. between 35 and 20

Level I Profound retardatioh1.0. below 20

In the application of this classification, personsfalling in Level V are not designated membersof the retarded population. This posit:on hasbeen taken because to include this groupwould greatly increase the number of personsstigmatized as mentally retarded and serve nocompensating useful function. The 3% of thepopulation generally referred to as mentallyretarded are those whose I.Q.'s fall below 70.

There are estimated to be about 5,500,000retarded individuals in the United States. Thisfigure is based on an incidence of 3% in anestimated population of 185,000,000. A HEWreport points out that this "Figure has neverbeen reached in any study where rigorouscriteria of mental retardation were employed."(66.14) The report further states that theretarded population, ".. . is sufficiently greaterthan the approximate one percent now knownto all agencies to suggest that it is greater

than 3% among the lower socio-economicclass. It may be less than 1% in high socio-economic areas."

It is difficult to identify mildly retarded childrenbefore school age when they are placed incompetition with their peer?. Children who areidentified as retarded before this time areusually those who are moderately or severelyretarded. There is an increase in incidence ofthose diagnosed as retarded over the schoolyears with a spurt of reported cases atadolescence. Once the period of schoolattendance is over many of the mildly retardedare assimilated into society, living for the mostpart in the lower socio-economic group.

For purposes of assignment to special schoolclasses, retarded children are classified aseducable (mildly retarded) or trainable(moderately retarded).

About 85% of the mentally retarded areeducable and they make up 2% to 21/2% of theschool age population. These children havea rate of intellectual development ofapproximately one-half to three-fourths thatexpected of an average child and an 1.0. ofapproximately 50 to 70 or 75. They can beexpected to achieve a fourth or fifth gradelevel in academic subjects, they haveadequate communication and social skills forordinary situations, and most can developoccupational skills (unskilled and semi-skilledwork) which will provide a measure ofeconomic independence in adulthood. Thisgroup contains many culturally deprivedpersons toward whom early childhoodprograms to prevent mental retardation aredirected.

Estimates vary widely, but the figure four ina thousand of the school age population(.4%) approximates the proportion of childrenclassified as trainable mentally retarded. Kirkproposes that a community program for thetrainable plan for one child in a thousandschool children initially, and increase thescope of the program to two per thousand asit becomes established. (62:126)

Trainable mentaHy retarded children show arate of intellectual development which isapproximately one-fourth to one-half that ofthe average child. Their 1.0. will be between25 or 30 and 50. Many of these children havephysically identifying characteristics such asmongolism or microcephaly. Motor developmentis usually poor. They have limited speech andlanguage ability, but can make their wantsknown. The academic skills they are capableof acquiring are insufficient to be useful exceptfor the recognition of some words and phrases.

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They can learn the basic self-care routines,some homemaking skills, and routine tasks ifthey are properly trained. Some can work ina sheltered workshop environment.

Severely and profoundly retarded children aregenerally not considered the responsibility ofpublic school systems. However, there Is anincreasing demand for day care facilities forsuch children as well as for severely retardedadults. Probably many could reside in theircommunities if day care programs wereavailable.

Although this report concerns itself mainlywith programs and facilities for the mild andmoderate retarded preschool child, it isrecognized that day care facilities for thesevere and profoundly retarded will be neededin the future. These children, because of thegreater number of associated handicappingconditions, both physical and behavioral,would warrant special considerations in thedevelopment of programs, staffing patterns,and facility design criteria.

It is possible to assign a specific cause in only15% to 20% of the cases of mental retardation.The majority of the remaining 80% to 85% aremildly retarded persons who show no grossbrain abnormality. These individuals areconcentrated in high population density areas.To what extent their retardation is due toenvironmental deprivation is not preciselyknown.

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The HEW pampn-1, An Introduction toMental Retardation: Problems, Plan andProgram, provides a useful classification ofthe causes of mental retardation. (78) (For amore technical and detailed classification seethe AJMD "Manual on Terminology andClassification in Mental Retardation.") TheHEW pamphlet divides mental retardation intothree broad categories according to etiology:

1. Mental retardation due to uncertain causewith impaired learning ability the onemanifestation. By and large, these personsare mildly retarded and most of them arethe children of the more disadvantagedclasses of society.

2. Mental retardation associated with a numberof specifically identified conditions ordiseases. The conditions or diseases maybe due to infection, to poisoning from avariety of sources, to the results of a woundor surgery, to disorders or metabolism,growth or nutrition, to conditions due to newgrowths and to unknown prenatal influences.

3. Mental retardation associated with conditionsdue to uncertain or unknown cause withobvious physical manifestations. The moreseverely and profoundly retarded usuallyhave physical or sensory handicaps.

Family CharacteristicsThe child who is identified as retarded duringhis preschool years is usually moderately toseverely retarded. Even at a very early age, hisslow and deviant development distinguisheshim from other children.Immature and deviant behavior can serve as aconstant reminded to the parents of the child'sabnormality and as a reproach to them for theirown real and imagined inadequacies. Thesestresses can be reduced if counseling isavailable to parents and if the community, byproviding day care facilities, assumes someresponsibility for guiding the development ofthe retarded. The support and relief providedby these services can make it possible for manyretarded children to remain in their own homesand can help strengthen family ties weakenedby the stress of daily living.The retarded child has the same growthfulfilling needs as all children. Not only doeshe have the same needs, he shows the samebehavior reactions and employs the samedefense mechanisms. The retarded child'spersonality may 1ail to develop normallythrough a combination of circumstancesinvolving his perceptual and intellectualdefecits and because of the reactions of those

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who care for hIm to these defecits. Controls donot develop in the usual time and seriousmanagement problems arise because the childpushes for immediate gratification of his wishes.The adjustment problems faced by the retardedchild In infancy and early childhood and theway their resolution molds his personality arediscussed with insight by Hutt and Gibby. (68)

Infancy and early childhood are periods ofbiological dependency for all children, but theyare periods of particular significance forretarded children. Because such childrendevelop so slowly, unwelcome behavior has alonger time to become established, andconsequently requires a longer period foreradication. An example is the 'negative period'which is commonly encountered with normalchildren at about two years of age but whichappears later and customarily lasts longer inretarded children. Another such example isthe child's tendency to repeat the speech orimitate the gestures of adults. There areadditional difficulties in establishing feedingand toilet routines, and these difficulties maybe compounded by the parents' understandablefrustrations with the situation.

According to Hutt and Gibby, "It may be statedcategorically that all parents of mentallyretaided children are likely to show some

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undesirable personaHty reactions to the factthat their child is retarded." (68:292) Mostparents go through a series of stages in theirattempt to face the knowledge that their childis mentally retarded. Their initial reaction maybe one of shocked disbelief, which serves as abasic kind of self-protection. This initialdisbelief may oe of short duration and theparents may then move toward realisticplanning, even though their emotionalacceptance may lag behind their intellectualunderstanding. With some parents the disbeliefhardens into denial.

It is a rare parent who will confess that herejects his retarded child. Such feelings areunworthy and are pushed as far out ofconsciousness as possible. The parent mayunconsciously look for methods of treating thechild which will allow him to repudiate the ideaof rejection. One method which is employedoften, especially in middle class families, isthat of overprotecting the child, of doing thingsfor the child that he needs to be taught to dofor himself. The defenses the parent employsin dealing with his feelings about his retardedchild will be those which have evolved into hislife adjustment pattern. As individual tensionsincrease, relations between the parents maygrow more strained and the whole familystructure become increasingly unstable.

Adjustment is improved if parents are aware ofthe nature of their emotional relationship withtheir retarded child. Their needs are theatenedand they are justified in feeling that they alsomatter. With counseling, it may be possible towork out means by which neither the parent northe retarded child will suffer unnecessarily.

The assistance required by parents generallyfalls into two categories: educational andpsychotherapeutic. The educational processinvolves relaying information concerning growthpatterns, training periods, discipline procedures,problems faced by the other children in thefamily, and community resources. Parentworkshops can provide this information andalso give parents the opportunity to sharecommon problems and help one another towardsolutions. The psychotherapeutic processinvolves emotional rather than intellectuallearning and can be carried on in bothindividual and group sessions.

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Learning CharacteristicsRetarded children differ most from normalchildren in those variables which are mostinvolved in complex intellectual processes."One of the most fundamental ways in whichretarded children differ from normal childrenof the same age is the slowness andinefficiency with which they acquire knowledgeand skills. Intelligence is, in fact, defined bysome writers as the ability to learn." (75:317)Generally, they are least retarded in physicaldevelopment. The extent of sortiel andemotional development will be a product of thechild's mental and physical development as wellas his life experiences. There is a higherincidence of emotional disturbance amongmentally retarded children than among normalchildren. (72)In spite of the emphasis on the importance ofearly counseling with the parents of retardedchildren and early training and stimulation forthe children themselves, little has been writtenon the learning characteristics of the preschoolretardrid child. He is assumed to have those

4f,

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characteristics which are associated with hisgeneral developmental level but In actualpractice this is not quite true. Very early, theretarded child will indicate on intelligence testshis failure to develop a basis for conceptualthinking. The test items on which he will dooest are concrete and practical, whilenonretarded children will do equally well orbetter on those items which involve someabstract thinking. (52:488-494) This isparticularly obvious in the mongoloid child butis apparent probably in all trainable children.(130:1413)

In addition to deficient conceptual andabstracting abilities, mentally retarded childrenalso manifest poor recall and distractibility.Over-learning of a task is of significant valuein retention.

More has been written on the learningcharacteristics of the school age child.Christine P. Ingram, for example, presents anexcellent summary of various age levels of theeducable mentally retarded child in Educationof the Slow Learning Child. (69) Otherinformation sources are suggested in thebibliography.

Educational ObjectivesHopefully the time will come when most mentalretardation will be preventable. In the meantime,programs are being designed to improve theopportunities of the retarded through suitableeducation and training. These educationalprograms are also "preventive" in that theyserve to check the increase in the degree ofretardation that is, a cumulative mental deficit,by stimulating the child to use the abilities hepossesses. This cumulative deficit can occur inboth the organically retarded child and theculturally deprived child.

The broad goal of the educational process forthe mentally retarded is identical with that forall children: the preparation of the individualfor a productive life productive in satisfactionfor himself and in contributions to society.While all individuals cannot produce equally,almost all can make some contribution.

More specific long range goals depend on theindividual, on the degree of his retardation andon his ability to utilize whatever resources hemay have. For a preschool child showing signsof retardation due to environmental deprivation,the educational and occupational goals wouldbe similar to those for the majority of children.For a moderately retarded preschool mongoloidchild, the goal would be the partialindependence of a sheltered workshop and ahalfway house.

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Unlike educators of the culturally deprived,educators of the retarded are in generalagreement concerning priorities among differentlearning objectives. There is essentialagreement on a developmental approach to the"whole" child, which means devising acurriculum which offers the retarded child theopportunity to develop both the physical andmental skills his maturational level hasequipped him to handle. The educational goalslisted below are presented by educators ofretarded children and are fundamentally thesame as those for culturally deprived andnormal children, although the mentally retardedchild is at a more immature level ofdevelopment and requires goal-directedmethods appropriate to his lower level:1. The guidance of the child in the management

of his attention as a prelude to theestablishment of orderly purposeful behavior.

2. The development of accurate sensoryrecognition and discrimination to providethe foundation for concept development.

3. The improvement of fine and gross motorcoordination.

4. The establishment of a good relationshipwith peers and adults.

5. The acquisition of a positive self-image anda desire to learn.

6. The stimulation of speech and languagedevelopment.

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While broad educational goals may be thesame for all children, the expectations of theteacher concerning the performance of theretarded child differ from those for deprivedand normal children. The teacher knows thather methods must match the retarded child'srequirements, that it will take a much longertime for him to learn certain skills, and that hemay never achieve them to the fullest degree.She accommodates her teaching methods tohis need for much repetition and for the variedconcrete methods of presentation necessary tothe establishment of concepts. She realizes hisneed for direct guidance and a structuredprogram. She makes allowances for his shortspan of attention and his distractability at thesame time seeking methods to overcome them.

Early training for the retarded is directedtoward the establishment of those fundamentalperceptions, attitudes and skills upon whichlater learning is built. The preschool curriculumdoes not represent a dilution of the schoolprogram, but rather a direct and concentratedapproach to reinforcing the emergingmaturational skills.

Educational objectives for preschool mentallyretarded and culturally deprived children willbe discussed further in Part 2. The programobjectives and the methods and materials usedto achieve these objectives have majorimplications for facility planning.

Culturally Deprived Children

General InformationOnly in recent years has attention turned toeducational programs for handicappedchildren, the first group to receive suchattention being the mentally retarded. Thelargest group consists of socially disadvantagedor culturally deprived children.

There is no hard and fast causal relationshipbetween socio-economic status and socialdisadvantage for the child, as Havighurstpoints out. (50) While there is a statisticalrelationship between socio-economic statusand school achievement, there are so manyindividual exceptions that socio-economicstatus carnot be considered the decisivecriterion. Havighurst also points out that ofthe total child population, the approximate65% whose parents belong to the working classare no more likely to be culturally deprivedthan the children of "white collar" parents.

Nevertheless, the overwhelming majority ofchildren demonstrating certain types of schoolproblems do come from poverty-strickenfamilies. Havighurst concludes that thedeprived, who he estimates represent about15% of the United States population and20% of the child population, come fromgroups which have the following characteristicsin common:1. Lowest income level in America;2. Rural background;3. Discriminated against socially and

economically;4. Most visible in the big cities, although

present in all except high incomecommunities; many in rural areas.(50:26-27)

So defined, the deprived are about evenlydivided between whites and non-whites.However, more than 90% of the programs fordisadvantaged young people service groupsthat consist primarly of blacks. (44:100)

The federal government has acted by providingprograms to meet the special needs of lowincome families. In 1966, for example, moneywas allocated under Title I,Elementary and Secondary School Act,Education of Children of Low Income Families.Before the passage of this Act, the Office ofEconomic Opportunity had made grants toprograms for preschool children in the HeadStart programs. Head Start anticipated anenrollment of 259,000 children in the 1970fiscal year, an increase of 46,500 over 1969.The program was budgeted to receive$338,000,000. (21:3)

Family CharacteristicsThe "deprived" groups in our country havebeen segregated by racial discrimination andother socio-economic conditions into self-perpetuating sub-cultures which are self-defeating in terms of equipping individuals toenter the main stream of American life. Fatigue,defeat and depression produced by poornutrition, ill health, discrimination and little orno education, are endemic in these sub-cultures, and the associated isolation,deprivation and sense of futility are passedalong to the children.

Conditions under which these familieslive vary according to racial and geographicalbackground, but they have in common acontinuing struggle to survive. Puerto Ricanand Mexican American families usually haveboth a father and a mother present, but in ahigh proportion of the black families only amother is present. Generally, the families arelarge (60% of the Head Start families werereported to contain six or more people).Approximately one quarter of the Head Startfamilies received AFDC and many existed solelyon this meager income.

The mother, especially the black mother, maywork, but her pay is so poor and her child carearrangements so inadequate that the overallsituation may well be made worse rather thanbetter by her attempt to supplement the familyincome. Her children aro either left withoutadequate supervision or are under the care ofa sibling who is kept out of school. In addition,the mother may be physically and emotionallyunable to handle the dual role of breadwinnerand mother. As products of a deririvedenvironment themselves, such parents may nothave the emotional reservoir from which tosupply their children with the warmth andattention they need. Whitney Young describesthem as "emotionally unavailable" to theirchildren. (51:25)

Many of the women have borne large numbersof children without adequate medical care.Diets are inadequate. Housing is poor. Plumbingis substandard or nonexistent. Crowdingproduces not only lack of privacy, but aconfusing over-stimulation which may in turnprevent the development of the orderedapproach to the environment which middleclass families provide for their children andwhich seems to be important for schoolsuccess. Speech is simple, demanding anddirect. It is not used to describe or explainand the children are not exposed to languagewhich gives thiam.relational terms, presentsaccurate grammar, or enriches their vocabulary.

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Children are exposed to violence andaggression and to overwhelming sights andsounds both in their homes and In the streetswhere they play. External danger is real.Punishment may be harsh and inconsistent andmeted out by an assortment of people.

On the positive side, many deprived people,adults as well as children, show greatingeniousness and resourcefulness in dealingwith difficult Iife situations and display a highlevel of intra-group loyalty and morality. Youngsays, "Despite the realities of existence in theslums of our cities and in the dilapidated shacksof rural poor, many a 'deprived' child isremarkably healthy and weIl equipped to copewith life. It may not be a reality we would wishon him, but it is his reality, and in relation toit, he often functions with an intelligence and aready exercise of natural wit that would leavethe child of the white middle class, temporarilyput in similar circumstances, hopelesslyoutclassed." (51:27)

Learning CharacteristicsStudies show that children from low incomefamilies earn I.Q. scores five to fifteen pointsbelow average on standardized intelligencetests. "Such a deficit places the average of thegroup on what is now coming to be consideredthe borderline of mental deficiency, so thatroughly half of the children in such groups fallinto the mentally retarded range." (35:4)Furthermore, the scores drop with age. Whileit is no longer accepted that the I.O.represents innate intelligence uninfluencedby environmental factors, scores do indicatewhether or not a child as acquired certainmethods of thinking, vocabulary content andlanguage style, and basic information whichhe needs if he is to succeed in school. In thisrespect, the low intelligence test scoresaccurately predict academic learningdifficulties.

The most pervasive aspect of the intellectualretardation of the culturally deprived child is inthe area of language development, especiallywith respect to the abstract dimension of verbalfunctioning. Bereiter and Engelmann commentthat, "Compared to the overall average of threeto nine months retardation, disadvantagedchildren of preschool age are typically at leasta year behind in language development .

In vocabulary size, sentence length and use ofgrammatical structure." (35:4)

Partly as a consequence of their languageinadequacy, deprived children demonstratepoor acquistion of conceptual thinking. Becausethese two abilities are major factors in

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academic achievement, disadvantaged childrenare retarded most In the areas that countthe most. (35:5)Reissman among others has noted that theapproach of deprived children is physical ratherthan mental, visual rather than aural, externallyoriented rather than introspective, and problemrather than abstract centered. They are alertto stimulations which have immediate relevancefor them and inattentive to stimulations notrelevant to their immediate needs, e.g., theteacher's directions and material may seemtotally irrelevant to them. Their work habits areunder-developed, they ignore difficult problemsand they have a poor self-image. They are,however, proficient in skills which theirenvironment rewards.

Reissman concludes:"These (characteristics) translate into aphysical style which offers valuable suggestionsfor a teaching approach.1. They often appear to do better on

performance tests of intelligence.2. They like to draw.3. Role playing is an attractive technique to

them.4. They often use their fingers when counting

ard move their lips when reading.5. They like to participate in sports and are

game oriented.6. They employ physical forms of discipline.7. They appear to think in spatial terms rather

than in temporal terms (they often have poortime perspective)." (48:261)

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Educational ObjectivesThere is reason to believe the. If interventionin the life of the culturally deprived child takesplace early enough, the effects of environmentaldeprivation can be avoided. Wilkerson statesthat, "The hypothesis that appropriateexperience can minimize, if not fully overcome,the learning handicaps with which most slumchildren come to school is well grounded inbehavioral theory and supported byconsiderable experience." (44:27) Thepreschool or day care program offers anopportunity for such intervention. It may bedesigned both to anticipate and check theeffects of stimulus deprivation and to help thechild catch up in areas such as language andcognitive development, where his deficienciesmay produce cumulative educational andintellectual retardation.

New educational techniques are needed for thedisadvantaged learner. Methods and curriculawhich have been directed toward children fromthe middle segment of American life are largelyunsuccssful with disadvantaged learners. Forthem educational methods must reflect morecognizance of the learner and his problems.Methods must be more dynamic and wrriculamust be more carefully designed to emphasizethe sequential and integrated learning ofessential content. For those interested in thenew forms of education which are being triedthe bibliography contains pertinent references.

The "new form of education" needed for thedeprived child is not significantly different inits broad aspects from the new approach toeducation that is being sought for all children,in that it seeks to incorporate relevancy,enthusiasm, individualization and knowledgeconcerning growth and learning into the child'slearning experience. In EducatingDisadvantaged Children Under Six, Macintosh,Gore and Lewis list areas in which thesechildren need strengthening. (43) The areaslisted are essentially the same as those listedin the Iowa pamphlet Nursery Education,mentioned earlier, as target areas for preschoolprograms for normal children.

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Listed below are educational objectives for daycare programs for deprived children. The listincludes objectives identified by various writersin the field. The objectives are neither mutuallyexclusive nor presented in the order of theirimportance.

1. Establishment of orderly purposeful behavior2. Stimulation of language development3. Encouragement of skillful eye-hand and gross

motor coordination4. Acquisition of a positive self image and

motivation for learning5. Encouragement of mutually satisfactory

relationships with peers and adults6. Development of a cognitive style which will

facilitate later school learning

At this point a comment is in order about theimportance of determining the health statusof the child. A child whose diet is inadequateor one who is suffering from any debilitatingphysical condition, is not going to be able torespond In an optimal fashion to any day careprogram no matter how stimulating itscurriculum or supporting its physicalenvironment. Any facility offering a truly totalchild care development approach needs todeal with the child's physiological conditionand needs as well as his physical andpsychological needs. Nowhere is this moreimportant than in the day care services for

the culturally deprived child.

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Normal Children

General InformationMental health and personal adjustment aregenerally thought to be learned patterns ofbehavior. Research findings in child growthand development indicate that if the need forearly stimulation is met and constructivelychanneled, the child will enjoy growing andbe absorbed and exhilerated by theexperience. (9:15) At least two things arenecessary for growth to take place ahealthy self-respect and the opportunity toconfront a variety of experiences on whichto establish and test this emerging self.

Nursery School, a publication of the IowaState Department of Public Instruction,summarizes the characteristics of normallydeveloping preschool children and theeducational goals to be met in planning daycare programs for them. (28) This summaryis presented as a synthesis to the previousdiscussion of preschool mentally retardedand culturally deprived children. It presentsthe normal developmental process and, thu6,also sets the goals which educators arestriving to at least approximate for childrenwith developmental disabilities.

Educational ObjectivesThe preschool child is in the process ofachieving "selfhood" and developing ways ofrelating to others. Program planningencourages the emergence of age appropriatecharacteristics by offering the child theopportunity to try for autonomy in a varietyof situations involving mastery of personalrelationships and materials. Although somefailure may be desirable and is certainlyinevitable, guidance should assure that itwill not be overwhelming.

The preschool child is in the process ofadding dimension and depth to his conceptsof the world. Experiences should be gearedto help him acquire facts and develop theskills necessary to store and process thefacts effectively.

The preschool child is acquiring language tobe used as a tool for further learning and as ameans of communication. Language is acquiredby imitation and fluent language results froman environment rich in experiences associatedwith words and ideas. One of the goals ofthe nursery school should be to help providesuch an environment. A preschool childrapidly gains control over his body, has agreat deal of energy, fatigues easily andrecovers rapidly. He cannot sit still verl, long.His increasing mastery of his body helps the

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growth of his self-confidence and presents himwith new opportunities for exploration andmanipulation. During this time he needs tolearn habits of respect for his body throughgood personal hygiene.

The preschool curriculum is designed tostrengthen significant aspects of the child'songoing developmental pattern. To properlyplan a program, the teacher must haveknowledge of early childhood developmentalpatterns and information concerning thebackground and characteristics of each child.It is important, also, to realize that childrenvary greatly in their development and thattherefore programs must be individualized.Because it is difficult to communicate withpreschool children as a group, planning forthem must be on an Individual or very smallgroup basis.

Some of the many excellent books availableon child development are listed in the selectedbibliography.

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Program Implications

Orientation

This section presents the interface between thetotal program and the physical environment inwhich it takes place and states the designrequirements of the facility if the program is tooperate in an optimum fashion.

Specifically, Part 3 considers: the generalorientation of the total day care program,current trends in day care services and thecurricula in terms of their implication fordesigning the physical environment.

In designing an educational facility, an architectmust consider the nature of the services offeredand the relationship of these services to oneanother. These considerations dictate the basiclayout of the facility.

Specifically, the architect must know if thefacility is to be a total day care facility or anursery school, how its services are oriented,whether its only function is to offer a day careprogram, or whether it has obligations forteacher training, medical research, curriculumexperimentation, after school care for schoolage children, broad community, recreation orhealth programs, or other activities. Each ofthese obligations places demands on the designof the facility by indicating what areas or roomsare required and how they should be relatedto one another. In addition, the nature of theservices to be provided in the rooms definesproper building technology, i.e., the size andshape of the rooms, color and texture, lighting,temperature control, acoustics and otherfactors.

There are three fundamental types of servicesto be provided for in planning a facility:Education/Training, Administration, andAncillary Services. Consideration of theinterrelationship of the three services isessential in planning the basic layout. Thesolution to this problem will determine theconvenience and lack of confusion with whichdifferent aspects of the program will functionand will relate to one another.

EducationalTrendsThe educational and social trends consideredin Part I, have implications for the planning ofany type of day care facility. Carefulconsideration of the trends toward acceptingincreasingly younger children for day care,developing new approaches in teaching and indelivering educational services, increasing thecomprehensiveness of services, and recognizingthe increased involvement of parents may meanthe difference between building a center orschool which is soon outdated and one whichwill remain functional for many years becauseof its adaptability to a variety of changingdemands.

A day care center should be planned to allowfor expansion, which may take the form ofincreased enrollment or increasedcomprehensiveness of services. Increasedenrollment may mean a larger number of thesame age children, or an extension of theprogram to include younger children orafter-school care for school age children.

The field of early childhood development andpreschool education is expanding so rapidlythat it is not possible to say with assurancewhat a program will require in a few years.This consideration indicates a need foradjustability, flexibility and expandability in thephysical environment.

CurriculumInfluenceIn Part 2, educational objectives for threedifferent groups of preschool childrennormal, culturally deprived, and mentallyretarded -- were stated in broad terms. It wasnoted that the objectives were fundamentallythe same for all three groups, emphasizing theneed for stimulation of young childred towardmaximum physical, social, emotional andintellectual development within the individuallyappropriate developmental framework.

The present section restates the curriculumgoals, integrating the individual goals for thethree groups into one set applicable to allpreschool children. Methods and representativeactivities for achieving these goals and theimplications of goals, methods, and activitiesfor classroom and total facility planning arediscussed. This lumping together of methodsand activities employed in teaching allpreschool children does not imply that theteaching methods, equipment, materials andactivities are identical for normal, mentallyretarded and culturally deprived preschoolers.What it does imply is that the environmentalcriteria associated with the development of thecurricular goals are similar in all major aspectsand vary only in relatively minor details. Thisis analogous to saying that it is possible to planan excellent program for four year olds, butthat the program will consider the individualcharacteristics of the children within this group.

The curricular objectives have been classifiedinto two groups skill objectives and attitude-behavior objectives according to whetherthey exert specific and direct or more generalinfluence on the planning of the physicalenvironment.

Most programs are planned around the teachingof skills and it is the way these skills are taughtthat provides the child with the opportunity towork toward meeting the attitude-behaviorgoals. While assigned periods of time aredevoted to teaching something definite, themore pervasive attitude and personal-socialskills are being continuously taught by preceptand example. There is no hard and fast linebetween skill and attitude-behavior goals, orbetween the different goals within these twogroups. Activities designed to implement oneobjective may also promote development inother areas. Activities should promotedevelopment toward as many goals as possible.

For the purpose of environmental planning, thetwo groups of curriculum goals require differentconsiderations. Aside from those pspects of theenvironment which contribute to general wellbeing, the attitude-behavior goals require nospecial spatial considerations. However,

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achievement of attitude-behavior goals dependson careful planning for the skill objectivesbecause it is in an atmosphere of well planned,happy activity that the attitude-behavior goalsare best achieved. The "skill" goals do requirespatial consideration. The activities associatedwith them require, for example, space to workin, equipment to work on, and space for thestorage of materials.

In the following discussion, the three attitude-behavior goals are considered together. Thefour skill goals are dealt with separatelybecause each has definite environmentalrequirements.

Attitude/Behavioral ObjectivesThe three attitude/behavioral objectives are:the establishment of orderly purposefulbehavior, the encouragement of wholesomerelations with peers and adults, and theacquisition of a positive self image and thedesire to learn.

In order to learn, children need an environmentwhich supports them. It is axiomatic for allchildren that, until some routine has beenestablished and the children have begun tohandle materials and enter Into activitiespurposefully, little can be taught. The teacherhas a particularly challenging problem inestablishing such a routine with culturallydeprived and mentally retarded children. Theculturally deprived child may come from achaotic family background, where a physicalreaction to a situation is the expected responseand little verbal communication takes place.Consequently, he does not respond to verbaldirections, and physical demonstrations play animportant part in teaching him. Likewisementally retarded children rely heavily ondemonstration for learning and may also needtraining in focusing their attention.Deprived and retarded children who experiencea group situation for the first time may runabout wildly, hide, kick, scream and defyauthority. Conversely, they may be unusuallysubdued and withdrawn. Such behavior is mostconstructively perceived not as pathological,but as a learning situation where naive childrenneed to be taught how to behave appropriately.

Reissman states that, "On the average, it is theold-style, highly structured teacher who appearsto be the most popular and effective withunderprivileged children." (48:265) He goes onto say, "What is needed is a perfect marriageof the traditional and the progressive. Thetraditionalist contributes structure, rules,discipline, authority, rote, order, organizationand strong external demands for achievement.

22

He fights to win the child to a higher level ofconceptual achievement.

The progressive places the emphasis onmotivation: the down-to-earth learning by doing;examples drawn from the experience of thechild beginning in the present and movingtoward the broad, the abstract, the cuturalheritage." (48:266)

Betty Levy says, "A few words about classroomorder, control and discipline are in order ... Afirm, structured, and highly regulated classenvironment is not only necessary in order toteach, but is also ... desirable for the children'sown growth ... It is essential to establish clearrules and definite limits and to insist that theyare obeyed." (49:433)

During the day's activities the alert teacherfinds innumerable opportunities to encouragewholesome peer and authority figurerelationships. The teacher sets an example bybeing respectful and considerate in her attitudeand in her behavior toward her charges. Sheexpects aides and other personnel workingwith the children to be the same.

It is important for a child to see himself as avalued and worthwhile individual. If he thinks ofhimself as capable and accepted, he,will likelybehave in a capable and adequate fashion. If hefeels that he is incapable of carrying out a task,he may not even attempt it. It is also Importantthat a child see a situation as having relevanceto his need, because it is hard to becomeinvolved in a task when one sees no point indoing it.The teacher can most effectively aid in thedevelopment of the child's self esteem bybelieving in him and expecting him to learn.The importance of the teacher's attitude instimulating learning has been ably documentedin the work of Rosenthal and Jacobson. (37:219)

When a child feels "right" and comfortable athis "school," he has already begun to have agood feeling about himself. When he is directedtoward activities which interest him and taskswhich he can accomplish, he realizes thatlearning is an exhilerating experience.Kathryn Werlin presents an excellent discussionof the relationship between learning and roomarrangement, class routines and theorganization of staff responsibilities. (24:2) Shepoints out that organization of space in a roomstructures a program by defining the child'sand adult's use of the room and that thephysical environment has a critical effect onchildren's behavior. Too fluid an arrangementdoes not provide the necessary supportiveframework in which children can learn tocontrol themselves.

(- 23,

MethodsMethods to encourage development toward theeducational goals of orderly behavior,wholesome interpersonal relations and apositive self image include the following:

Careful lesson planning, which involves aslow and explicit introduction to the activityroutines.Allowance should be made for repeateddemonstrations to accompany verbaldirections. Variations in the routine should beintroduced only after It is understood and thechild is functioning within its framework.Tight program planning to minimize thenecessity ai disciplinary action by keepingpupils busy and interested. There is need fora variety of activifies so that substitutions canbe made when a counted on activity fans flator when children become bored and beginto look for something to do.Simple rules of conduct which are clearlystated and on:orced.Motivation through activities which areappropriate to the developmental level ofeach child and have relevance for him.Activities which encourage and facilitateindependence in the self care area.Activities which assist the child indetermining who he is.Alertness on the part of the teacher to theemotional and social needs of the individualchildren so that she can help them learnacceptable and gratifying behavior.Frequent opportunities for the.children toexperience success and approval. This isespecially important when the child is firstentering the group or when he has had fewsuccessful experiences and has a lowopinion of his ability and acceptance.

Design ConsiderationsTo assist in achieving the attitude-behaviorcurriculum goals, the physical environmentshould be of a size and shape that permitseither a variety of activities to take placesimultaneously or for the total group to beengaged in the same activity. It should alsoprovide for both quiet and energetic activities,and should allow for easy inconspicuoussupervision.A comfortable environment requires carefulplanning for lighting, climate control andacoustics. Supplies should be readily available,as wen as a personal storage area for individualchildren which enhances a sense of personalpossessions. The arrangement should makeorder, i.e. pickup, storage and clean up, bothfun and instructional. The following are also

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important:

Windows from which children can look.A classroom removed from areas whereactivity would be distracting to others orwhere activities of others would bedistracting to the children.Activity areas which are clearly delineated,but with movable dividers to provideflexibility.Bathrooms which are readily available.Ready access to the outdoors.A staff lounge for the comfort of adults.Furniture the appropriate size for children.Closed storage space for equipment andsupplies which are seasonal or to which thechildren should not have access.Clearly defined open storage area.

The physical environment must be ordered anduncluttered, including carefully delineatedactivity areas, systematic storage of materials,and well defined routines.

Skills Objectives:Precognitive/CognitiveRich and varied environmental experiences areessential to the development of the earlysensory motor intelligence which precedescognitive development. In a middle class homethis stimulation is ordinarily available so thatthe middle class child enters school with awide range of experiences, and a feeling ofinvolvement in the learning process. This maynot be true of culturally deprived childrenwhose experiences, by definition, are limited,or of mentally retarded children, who may alsohave been deprived of experiences becausetheir parents have not felt they could profitfrom them.

Impetus for this environmental approach tomental development comes from the work ofT. Mc Vickers Hunt. Hunt takes the model ofdevelopmental stages proposed by Piaget andemphasizes the importance of achieving "amatch," that is, a close correspondencebetween the child's developmental level andthe experiences to which he is exposed so

,c that cognitive development is fostered. A briefpresentation of Hunt's work is contained inSocial Class, Race, and PsychologicalDevelopment by Deutsch, Katz and Jensen.(37:293)

The ach!eving of a "match" is important inteaching all children, but especially in teachingmentally retarded children. To achieve it, theteacher must have knowledge of the child'slevel in specific developmental areas as well asthe child's overall developmental level provided

by a psychometric evaluation. In planningactivities appropriate for learning at onedevelopmental level, the teacher lays thefoundation for learning at the next level towhich the child will advance. She should besensitive to the child's readiness to take thisstep so that he remains motivated and does notbecome bored. However, with retarded children,overiearning is important for the retention ofthe material.

MethodsPerceptual discrimination and early conceptformation are usually taught through the use ofstandardized equipment, graded for difficultyand presented in sequence, but there is ampleopportunity for the exercise of the teacher'screative ability in the production of materials.Formai activities selected to promote perceptualdiscrimination and early classification usuallytake place with children seated around a table,but they can also take place with the childrenseated on the floor.

Connor and Talbc.t in An ExperimentalCurriculum for Young Mentally RetardedChildren list eighteen types of activities whichthey think contribute to intellectualdevelopment. (57) They are: listening to orallanguage, using books, handling books,participation in group activities, singing, visual,auditory, gustatory, olfactory, tactilediscrimination activities, color recognition,matching, quantity and time concepts, naturestudy, problem solving, self-concept activitiesand the obeying of rules. This book also liststeaching procedures for various developmentallevels.

There are many opportunities to reinforceformai learning 'and give it practical applicationand relevance. For example, there are gameswhich require spatial orientation and sensorydiscrimination. Also, food offers opportunitiesfor sensory learning and later for thedevelopment of classification skills. Naturestudy, homemaking activities, music andhandicrafts can all be oriented towardstimulating cognitive development. Intellectualdevelopment is closely related to thedevelopment of speech and language.

Design ConsiderationsDesign considerations for encouraging thedevelopment of precognitive and cognitiveskills are similar to those discussed in theprevious section. This goal also has, however,some specific requirements for the physicalenvironment. They are:

interest areas in vetich a variety of activitiescan take place involving different numbers ofchildrenAdequate, comfortable seating arrangementsGood equipment and imaginative suppliesAvailable suppliesDisplay spaceChalk boardsFloor areas which children can sit onFloors which can be marked onSpace for simple food preparationSpace for indoor gardenAdequate convenient storage

Skills Objectives:Speech/LanguagePsychologists are becoming increasinglycognizant of the relationship between verbalbehavior and the development of the thinkingprocess. A lack of verbal ablfity may haveconsequences beyond its effect on socialcommunication by determining a thinkingpattern which is not amenable to thedevelopment of conceptual thinking.

Piaget's observations of young children indicatethat language develops only after images thecentral process representing objects and events

have been produced by repeated encounterswith these objects and events. The child mustalso have a person after whom to model hisspeech. When one or both of these factors isabsent, or only minimally present, the child'slanguage does not develop fuily, which restrictslater cognitive development. The absence ofencounters with the environment and a goodspeech model contribute to poor cognitivedevelopment of culturally deprived childrenthrough early curtailment of languagedevelopment.

A majority of the people who work withdeprived children place the highest priority onovercoming the language handicap of suchchildren. And, since the insidious withholdingof necessary environmental stimulations beginsat birth and is most devastating during thetime when early speech is being acquired,intervention early In the child's life is essential.

With many retarded.children, speech lagsbehind other areas of development, which isprobably both a result and a continuing causeof the retarded mental development.

MethodsThe effects of cultural deprivation on both thedeprived and the retarded may best becounteracted by providing the child

23

opportunities to encounter a wide variety ofobjects and pictures and by exposing the childto appropriate behavior. The physicalenvironment should encourage the child toscrutinize and manipulate new objects as longas he is interested. Such varied experienceswould foster the developernnt of representativeimagery which in turn could provide referentsfirst for spoken words and later for writtenlanguage and cognitive development. Jensensays, "The child must learn to 'see' andsensory experiences must become integratedfor the child to become capabie of formdiscrimination, size constancy, distancejudgement, figure-ground distinctions and thelike." (37:120)

The following suggestions are based on theapproaches of Jensen and Deutsch amongothers. (37)

1. Presentation of a good speech model bythe teacher and others.

2. Building up of an ever increasing number ofimages and ideas through exposure to avariety of objects and situations. This can beaccomplished by, for example, the use ofverbally stimulating material and equipment,walks to see the school and its surroundings,visits to inspect community activities, thereinforcement of these experiences in play,in looking at pictures, in role playing and

in discussion.

3. Encouragement in the labeling of persons,objects and activities and the transfer of thelabels from the objects themselves topictures and then to words. "Verbalbombardment" and encouragement in verbalexpression are reinforced with attentiongetting devices and audio-visual aids whichevoke interest and attention.

4. Encouragement in increasing verbal fluencyby requesting the use of sentences,supplying adjectives, relational words, etc.

5. Requesting a child to say what he is doingand when the occasion is appropriate, toevaluate it. Ask for verbal explanations.

6. Exploiting the language potential which isinherent in any activity.

7. Consider the use of the Bereiter-Englemannmethod.

8. Choral singing, puppets, etc.

There is a great deal of material availablewhich is designed to stimulate speech andlanguage development. For example, PeabodyLanguage Development Kits are available forvarious developmental levels, and books suchas Language Mothrst ling Experiences for YoungChildren by Rose C. Engel contain many

24

stimulating ideas. (27) Also, there is standardequipment such as the record player, taperecorder and the Bell and Howell LanguageMaster.

The stimulation of speech and languagedevelopment is a curriculum objective whichmay have a specific period and specificequipment assigned to it, but it is also acontinuous process related to all otheractivities.

Design ConsiderationsDesign considerations of this curriculumobjective are closely related to those of theskill goals because speech needs to be aboutsomething. Special environmentalconsiderations are raised when specificmethods such as the Bereiter-Engiemannmethod are used. (83) Easily accessible storagespace is necessary for audio-visual equipment,and spaces must be allotted for flexible use ofsuch equipment. Interest centers for smallgroup activities encourage communication.Plant growing, an aquarium, and animals (whenpossible) all delight children. The classroomshould contain ample display areas for thechildren's work and for things they bring toschool or gather on excursions. Windows thatthe children can look out of stimulateobservation.

Skills Objectives:ManipulativeEarly learning takes place through the senses.The young child manipulates many objects andbecomes aware of their distinguishingcharacteristics, such as weight, texture,loudness and taste. Slowly he begins tocompare and classify. He learns how to"handle" his environment by seeing, hearing,smelling and touching the many objects withwhich he comes in contact. He learns thenames of objects, spatial relationships, and therelationship between cause and effect.

Children gain independence as they learn to dothings for themselves. Children like to cut, print,paste, button and build. They need material withwhich to work. Culturally deprived childrenhave had limited experience with toys andmaterials and therefore limited opportunity tolearn with such materials. When first presentedwith toys, many culturally deprived children donot know what to do with them. By providingthese children with the material with which to.experiment and learn and by guiding them inthe process, day care programs can helpcompensitejor the lack of stimulation in

2-5

their environment.Eye-hand coordination is also promoted by theteaching of self help skills, an area in which itis important for retarded children to receivespecific training. The child is trained in selfhelp skills whenever it is appropriate in theongoing daily routine. Toilet train'ng, includingzipping, handwashing and the adjastment ofclothing are taught in the bathroom setting.Taking off and putting on outer garments andclothing care are part of the school routine.Learning to wipe one's nose involvesconsiderable manual dexterity and is a socialnecessity. Training in self help skills benefitsthe child doubly in increased independenceand in increased skill.

Given the opportunity and motivation, deprivedpreschool children usually acquire manipulativeskills rapidly. However, the moderately retardedchild with poor eye-hand coordination may needextended training before he masters some ofthe basic manipulative skills and the moreseriously handicapped child may never do so.

MethodsThe teaching of manipulative skills involves acareful selection of material appropriate to thechild's developmental level. In day careprograms for preschool children, the activitiesusually involve cutting, brush and fingerpainting, pasting, clay, drawing, manipulatingpaper and string, bead stringing, puzzles, andpeg boards. As the children become olderthese activities become incorporated into handcrafts. Most of these activities take place seatedat a table, and are done either individually orby small groups of children.

Hammering, sawing, sanding and using a screwdriver are activities enjoyed especially by smallboys. Large and small blocks, and otherconstruction materials, toy cars, airplanes, andsuch also have their place in any program.

Design ConsiderationsDesign considerations of this program objectiveinvolve:

An area with working space and convenientstorage for supplies. Working surface canconsist of both tables and hard floor surface.

Workshop activities should have a permanentarea of their own because they have specialequipment requirements. Tables and floorsshould be indestructible. Workshop activitiesare also noisy and should be placed wherethey will not interfere with other activities.

Personal storage and hygiene areas should

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be considered training areas as well asfunctional areas.

All surfaces need to be easy to clean.

Material and supplies should be of goodquality.Areas for the display of work are importantand should be provided.

Skills Objectives:Physical CoordinationExercise is fun for children and vital to theirphysical and mental well being. They acquireconfidence in themselves as they acquirecontrol over their bodies. Given theopportunity, healthy children will get plenty ofexercise without urging.

Reissman has pointed out that culturallydeprived children are especially responsive tolearning presented in the form of games. Activegames offer an excellent opportunity to teachcooperation, respect for rules, and theacceptance of different roles at the same timethat physical development is advanced.

Many retarded children do not get enoughexercise. Their general health as well assleeping and eating patterns would improvewith more exercise. Brief periods of calisthenicsduring the class period can improve thealertness of children. The mildly retarded childmay have normal physical coordination, whilethe moderately retarded child is usually poorlycoordinated.

Physical education programs should includeboth indoor and outdoor activities. Activitiesshould range from exercises to developcoordination and timing to creative movementactivities set to music. They should involvechildren both in simple rule governed gamesand In spontaneous activities organized by thechildren themselves. Verbal coMmunicationmay be improved by providing the childrenwith words which label their activities andencouraging them to both describe what theyare doing and express their feelings.

MethodsThe list of physical activities which youngchildren enjoy Is endless. Connor and Talbotlist the following activities as contributing tomotor development: walking, running, marching,jumping, hopping, skipping, dancing, use ofstairs, jumping rope, sliding, ball playing, andthe use of various kinds of vehicles. (57:27)

Design ConsiderationsDesign considerations in planning for physicaland recreational activities require attention tooutdoor play area, covered outdoor play area,gym or multi-purpose room, and the classroomitself.

The outdoor play area should be easilyaccessible from the classroom. Wheneverpossible, it should contain some naturalfeatures such as a tree or sloping ground.Both hard and soft surfaces are desirable.There should be adequate space for vehicles,a sand box, and a place for water play.A drinking fountain and bathroom should beavailable.Ample storage space for outdoor play andmaintenance equipment is needed.Equipment should be as safe as possible andshould encourage a variety of uses.The covered play area should be contiguouswith the building. This area is usually smallbut can be very valuable, especially inunusually hot or rainy climates.It is usually possible to provide a gym orswimming pool only when the day care centeris part of a larger facility. They are bothhighly desirable, and the swimming poolparticularly offers wonderful opportunitiesfor retarded and deprived children. Thesefacilities require adjacent dressing, shower,toilet and storage areas. Both the gym andthe swimming pool should be at a distancefrom the classroom because of noise andventilation.In most day care centers many energeticactivities will be conducted in the classroomor in a multi-purpose room, so enough spacemust be provided for children to exercise,dance, use walking and balancing boards,etc. in some indoor room. Hard and easilycleaned floor and wall surfaces allow theteacher to relax during an Indoor play period.

25

0.

Environmental Implications 4

26 27

Definition of Environment

Webster defines environment as "all theconditions, circumstances, and influencessurrounding and affecting the development ofan organism." For this publication, concernedwith the planning, design and construction ofpreschool day care facilities, three aspects ofthe environment are considered.

First, the "organism" involved the children,staff, parents and community members; second,the "development of the organism" theprogram designed to promote the developmentof the children by providing the best in care,education, and training; and third, the"surrounding conditions and influences" thephysical setting in which the program takesplace. This includes the interior and exteriorspaces and the equipment and supplies whichmake these spaces responsive to the peopleand the program.

The people involved in day cam programs andthe programs themselves have been discussedin previous sections. An understanding ofpeople and programs is necessary for adetermination of the characteristics which aneducationally enhancing physical environmentshould possess. In other words, in order todesign appropriately, it is necessary for thedesigner to have a clear cut idea of what willhappen in the building he is designing and thecharacteristics of the people who will use it.As Lecaze says, "Architecture is the art ofproducing beautifully what is useful." (117:94)

This statement might be extended to say,"Architecture is the art of producing beautifullywhat is useful so that it becomes applicable."

The young child is constantly being exposed tonew people, objects and events. His responseto them is more direct and energetic than anadult's, whose responses are tempered by pastexperiences which gives them meaning extrinsicto themselves. In exploring his environment, thechild utilizes the most concrete tools he hashis five senses, vis:on, hearing, smell, touch,and taste.

In a physical setting thoughtfully designed forpreschool education, the physical componentsof the environment can provide direction,suggestion, stimulation, protection, comfort, andmany other things. The environment can createan atmosphere in which learning Is natural andconducive to the learning process. Even lhedoors, walls, and floor surfaces can enhancethe learning process and serve as effectiveassistants to the staff. Design can Illustratespatial and temporal concepts. It can create asense of privacy or a sense of community. Itcan be relaxed or stimulating. It can encourageindependence and offer security. It can beadaptable, versatile, flexible and orderly; and inso being, it can encourage these characteristicsin the people who live and work therein.It can also be simple and beautiful.

In trying to create a meaningful educationalenvironment for preschool children which willmeet these general design objectives and themore specific ones which have been mentionedpreviously, consideration will next be given tothe following physical environmental varia.bles:

colorlightacousticsclimate controlInterior surfacesspaceflexibilitypsychological variables

Color

Color can not only contribute to the beauty of a Psychological Advantageousday care center, it can produce a psychological Color Response Usage in Curriculumeffect on the behavior of children. "Paint and

Red exciting outdoor play equipmentespecially carefully planned color schemesappear to influence the scholastic achievement

stimulating indoor or outdoor gross motor activity

of elementary school children, and especiallydefiant cognition activities which require stimulation

those of kindergarten age." (105:430)contraryhostile

While the response to color is highly hotindividualized and since It has not so far been passionatepossible to correlate specific color reactions to activeparticular behavior processes, there are general fierceresponses to color which are widely accepted. IntenseEmpirical studies have led to some interesting happyobservations about color which are useful in sometimes irritatingunderstanding how color may affect the Orange welcoming entrance to a facility and/or classroombehavior of young children. jovial gross motor activity

livelyDesign Considerations energetic

There is evidence of increased activity,forceful

alertness, and outward orientation in theexhuberant

presence of warm and luminous colors, thushilarious

creating an environment which is conducive todisturbingdistressful

muscular effort, action, and a cheerful feeling.(86:133) Red produced tension, excitement, and Green calm reading corner

a feeling of warmth in controlled laboratory peaceful nap area

experiments, while blue resulted in a feeling of serene eating area

well-being, calmness, coolness, less anxiety or quiet isolation room (if It is to be used as a "quiet

hostility, and less awareness or concern for refreshing room")

outside noise. (84:31) "Behavior is increased or restful

relaxed according to the type of color Blue calm reading cornerstimulation. Red and related colors activate; peaceful nap areablues, violets, and green calm. Light colors soothing eating areaactivate; deep colors produce passive moods. tender isolation room (if it is to be used as a "quiet

Be liond this the exact hue or tone of color is secure room")

fairly optional." (105:40) comfortable

"Young children are said to enjoy strongmelancholic

primary colors properly used. Children reactcontemplative

strongly to color psychology and colors shouldsubduing

be chosen purposefully. Color treatments shouldserene

also be based on the use of the room as wellsad

as the length of time it will be used." (117:94)dignified

It might also be stated that the size of therestful

surface area to be colored needs consideration Black despondent not recommended to be used in large amounts

large surface areas being the pastel and soft dejected may be effectively used as accents in areas in

hues with small surface areas being the strong ominous which a child is to express himsel;

bright colors. unhappy

Kenneth Bayes, reporting on experimentspowerfuldefiant

carried out by Oser, Brian, Goodenough, and hostileothers, indicates that perception of color over strongform is dominant in early childhood, with ageneral change in emphasis until form is White cool reading corner

dominant in maturity. Dominance of colorpure eating area

awareness increases until four and a half years, clean health area

after which age there is increasing recognitionfrank isolation room

of shape. (84:38)youthful administrative area

28

ColorPsychologicalResponse

AdvantageousUsage in Curriculum

Yellow cheerful gross motor activityjoyful music cornerinspiring art cornervital

Purple stately reading cornerdignified may be effectively used as accents in studymournful areamystical

Gray neutralnon-respondentsoothing

used as complement to other colorsuse as accents

The chart sums up the acceptedpsychological responses to colors and suggeststheir advantageous use in educational facilityplanning.

ce.1

r 14a.

Contrary to what might be expected, there isreason to believe that with maladjustedchildren, excitable individuals respond moretherapeutically to stimulating colors andwithdrawn children to cool colors. (84:36) Inother words, children respond best to colorswhich are in sympathy with their ownemotional condition.

ConclusionsColors produce responses in children whichneed to be taken into consideration in theselection of colors for day care centers. Colorselection should be based on the children'sresponses to color, the purpose for which thearea will be used, the nature of the childrenusing the area, and the size, light exposure, andother physiOal characteristics of the area.Personal color preference should also beconsidered, especially in spaces that ateoccupied for long periods of time by oneperson. This is particularly applicable in officesor similar spaces. Color can be used as ameans of identifying a child's personal property,e.g., his storage space, his chair, his glass, etc.

29

Light

It is difficult to overestimate the importance ofgood lighting. A publication by the NationalCouncil on Schoolhouse Construction states,"... research has produced irrefutable evidencethat a properly designed luminous environmentcan help students and teachers and contributesto the conservation of energy for psysiologicalgrowth and developmental needs and themaintenance of a tension-reuced instructionalclimate." (117)

A good lighting environment encourages goodhousekeeping practices and orderliness andlessens discipline problems. It also helps createa positive and aesthetically pleasingsurrounding for teaching-learning activities andcertainly Increases the safety factor of facilitiesby decreasing the chances for accidents.

"Perhaps one of the most overlookedadvantages of a good visual environment is thatit helps equalize education opportunity for thosewith substandard vision. This is true because aperson with substandard vision benefits morethan a person with a standard vision as thevisual environment is improved. Since studieshave shown that approximately twenty percentof pupils attending the elementary grades havesubstandard vision, the need for providingbetter than the minimum quality visualenvironment is apparent." (117:122)

Preschool facilities have some illuminationrequirements which differ from schools forolder children. Older children sit in one placeand work at a well established desk level. Theactivities of preschool children are morediversified. They take place in varioussubdivisions of the room and at floor, tableand standing level.

TerminologyThe difference between quality and quantity oflight needs stressing. A sufficient quantity oflight is Important, but other factors such asglare, light distribution, and source brightnessplay an important role in good visualenvironment,

Although still a highly important factor, the footcandle (the measure of quantity of light) is nolonger the recognized measure of lightingefficiency because foot candles alone do notdetermine how well one sees. The NationalCouncil of Schoolhouse Construction states thatthe concept of brightness-balance has beenadopted as the informed approach to the designof an acceptable visual environment for schools."The concept of brightness-balance stressesthe correlation of values of brightnessdifference and brightness patterns with valuesof lighting levels and varying tasks." (117:121)

30

The brightness of a surface results from thelight it reflects to the eye. Glare is excessivelyhigh brightness and is of two types, direct andreflected. Direct glare, resulting in distractions,discomfort or a reduction in visibility, iscommonly caused by windows and lightingfixtures. It is light which the eye sees directly.Reflected glare Ls brightness which the eyesees reflected from a surface. Reflected glare isat a minimum when the area producing lightis maximum or when the brightness differencebetween the ceiling and the luminaire isminimum.

The following chart presents the recommendedlevels of illumination for areas within the daycare center.

"Most visual tasks are seen by reflected light;depending upon the character of the task,reflected glare may or may not be a problem."(117:128)

Since the eye adapts when it fixes on a task,any change in the brightness level requires areadaption of the eye. For this reason, thebrightness relationships of the various surfacesin the entire visual field should be kept withinrecommended limits. It is usually desirable tolimit the brightness of light sources exposedtoward the work so that seeing is not hinderedby reflection from the detail of the task, norfrom the background. Recommendationsconcerning levels of illumination (quantity interms of foot candles) must be related to thevisual tasks to be performed and the design ofthe lighting system.

ROOM

FOOT-CANDLES

Detail General

Classroom/Playroomtotal group activityarts/craftsbook centerblocks centerhousekeeping/dramatic playnature study/science

305050303050

507070505070

30 70

Tutoring/quiet 50 70

Infant Care 30 50

Observation 2 20

Music 30 50

Indoor Recreation 15

I3athroom (Children) 30

Multipurpose 30 50

'feachers Office 50 100

Material Preparation 50 100

Kitchen 50 70

Dining 15 30

Exec. Dir. Office 50 100

Educ. Dir. Office 50 100

Secretary/Cierical 100 150

Conference/Board 30 50

Staff Lounge 15 30

Medical/First Ala 50 100

Health Personnel 50 100

Parent/Community 30 50

Psychologist Office 50 100

Speech Therapist Office 50 100

Social Worker Office 50 100

Lobby/Reception 15 30

Student Work Room/Univ. Affiliated 50 100

Volunteer Auxiliary 30 50

Mechanical 10

Janitorial 20

Corridor 10

Sathroom (general) 20

Storage (classroom) 20

Storage (general) 10

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As mentioned previously, foot candlerecommendations cannot be divorced fromthe type and layout of the related lightingsystem. Under optimum conditions for visualcomfort and efficiency, the brightness of thesurroundings should be uniform and slightlylower than the brightness of the task, but this isoften difficult to achieve.

Some of the accepted methods of achievingbrightness balance are:

Ceilings, walls, woodwork, etc., painted forhigh light reflection

Paint finishes matte rather than glossy

Light colored furniture and equipment

Light colored tack and chalk boards

Light colored floors

Multi-source daylight

Continuous windows

Window heads flush with ceiling

Minimum width window mullions

Design ConsiderationsDaylightingThe same criteria for good lighting should beapplied to dayllghting as to artificial illumination.Actually, a greater variety of conditions prevailin daylighting than in artificial lighting becauseof the wide variety of fenestration material andthe many ways in which the materials are used.

Glazed areas are provided in classrooms andplayrooms for two purposes: to admit daylightInto the room and to permit occupants to seeout. In considering the latter purpose, EFLreports, "In planning the number and placementof windows, consideration ought to be givento the view outside the window. Where theschool setting affords a pleasant, changingview, windows might be included as integralparts of the classroom. Windows should below enough for the children to see through.When windows would expose the monotonyof a brick wall, the space traditionally giventhem might be better used as space forclassroom display." (115:7)

Glazed areas designed to admit daylight mustexclude direct viewing of the sky and maintaina favorable brightness-balance in the room.Daylight can be provided through the use ofwindows, the glazing of inner walls towardcorridor, clerestory windows, and skylights.

A new unit of measurement of light is currentlybeing developed which takes into account allthe factors for proper illumination that havepreviously been discussed. It is called "visualperformance index" (VPI) and will replace the

typical foot-candle charts in the near future.It is recommended that VPI figures be adoptedas soon as they are available.

Regulation of the presentation of light andheat can be achieved through a variety ofmethods, the most satisfactory probably beingthe orientation of the building. Classroomsfacing north provide the most even distributionof light. However, experiences have shownthat in temperate zones, school room wingsshould face southeast to receive early morningsunlight. (120:58)

Daylight can also be controlled by the useof roof overhangs or canopies above thewindows. How far they should project and theextent of their perforation needs to bedetermined carefully. The use of louvers insidethe room, including the relatively inexpensivevenetian blind, offers effective light controlwhen properly operated. Tinted glass and thehumble window shade are also means of lightcontrol. When the exclusion of most of thelight is desired for the use of visual aidequipment, black shades may be advisable.

Artificial LightingTo attain a balanced visual system concernedwith comfort and efficiency, it is necessary todesign both the electric lighting and the daylighting against the same criteria. The goal inboth cases is the production of a glare freevisual environment where the brightness-balance is appropriate to the activity performed.

A good rule-of-thumb to follow concerningillumination for a preschool facility is to providea proper artificial lighting system as if noother lighting source was available.

A glare-free system of illumination is one whichdistributes the light to the task from all anglesand in equal amounts. In the use of artificiallighting system, thls means:

a luminous ceiling or wall designed semi-indirect system that produces uniform ceilingand side wall brightness is optimum.

the least desirable systems are those Inwhich the source of light is of small physicaldimensions and is coupled with dark ceilingareas between light sources

systems of large surface area, low-brightnessluminaires with wide lighting distributioncharacteristics and minimum brightness atangles which produce reflected glare, willproduce the highest contrasts in the table

direct lighting systems are improved withthe use of a good polarizing panel insteadof lenses or simple diffusers

in small rooms, conventional ceiling lightsources are generally satisfactory forproviding adequate liohting levels

fluorescent lighting is preferred toincadescent when the lamp is exposed tothe task as in louvered-bottom directlighting systems.lighting systems which have diffusing orrefracting material below the lamps, such assemi-direct fixtures or luminous ceilings, arebest fluorescent lighting systems are themost practical way to provide recommendedlighting levels for classroom.if incandescent lamps are used for generallighting, indirect luminaires provide themost suitable quaity.illumination levels for incandescent lightingsystems are usually limited to about 30 footcandles due to the heat produced.

ConclusionsThere is not one definite or optimal way todesign a proper visual environment for thepreschool child. The design principlesestablished for the visual environment, however,should not and need not be compromised infavor of other considerations. Within the designlimits, there is flexibility for creating a greatmany reasonable, practical and attractivesolutions.

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Acoustics

Good preschool programs are often identifiedby the sounds of busy activities being carriedon simultaneously. Acoustical control in theplayroom is important because, while certainsounds can be comforting and interesting,excessive noise produces irritation, distraction,and fatigue in teacher and children. In theplayroom, sound can be used to heighten theinterest in many kinds of atcivities, and to relateactivities to space, e.g., a quiet space forresting, an acoustically alive space for physicalactivity. Psychoacoustics seeks to determinethe nature of human response to sound and to

apply this information to securing a sonicenvironment which Is optimal for given activitiesor conditions.However, it is not easy to determine whatconstitutes a satisfactory acousticalenvironment. It differs for children and adultsand is influenced by the mood and backgroundof the listener. Noise which makes adults flinch,is often interesting and enjoyable to children,who are naturally curious about sounds. Inbad acoustical conditions, the teacher is oftenmore miserable than the children. However,under these conditions, while the children maybe enjoying themselves, the.: are notconcentrating on the learning materials as wellas they could otherwise.Barnett and Erickson write, "As in most areasof psychology, one is impressed by thetremendous scope of individual differences. Inmany instances, there appears to be littlecommon ground, and consequently the averageor mean values obtained from psychoacousticalexperiments do not seem immediatelyinterpretable in criteria." (106:153)There Is limited ability to translate responsessuch as "annoying," "bothersome,""stimulating," and "soothing" Into a physicaldescription of the sounds producing them andto generalize about the effects of sounds ondifferent people.With this In mind, the following generalizationson acoustical environment are presented:

the level at which a constant backgroundnoise is acceptable is usually defined as thatlevel which is consistent with the ability tohear normal speech easilycontinuous, featureless noise seems to havevery little effect on performance unless thenoise level is highextreme quiet does not provide an aPpropriateenvironment for many learning activities

intermittent or irregular sounds are moreannoying and distracting than steady sounds,which do not elicit numerous shifts orattention

32

noise which is familiar or unavoidable is lessannoying than strange or unnecessary sound

high pitched noise is more fatiguing andirritating than low pitched noise

Design ConsiderationThe National Council on SchoolhouseConstruction calls attention to the fact thatsound as a factor in schoolbuilding design hasboth a positive and a negative aspect. Thepositive aspect consists of providing anenvironment in which wanted sounds can becomfortably and effectively heard. The negativeaspect involves the control, dissipation orabsorption of interfering, unwanted sounds.Problems to be coped with in achieving thisdouble goal are: the reverberation of soundthrough a space, and the amount of soundtransmitted into one space from another. (117)

To be effective, any sound barrier must beairtight. Even the smallest openings, such asopen joints or cracks, electrical outlet boxesback to back, or keyholes, will greatly reducethe sound .isolating value of a partition or wall.Air ducts are a common source of sound trans-mission from one space to another and should

be given serious design considerations.

One basic design recommendation for theplanning of a day care facility is that wheneverpossible a site be selected in an area whichhas a low noise level. If a noisy site isunavoidable; provision should be made forsound interception in exterior walls and forlandscaping to provide sound barriers.

Interior design should be such that noisyactivities are grouped together. Thisrecommendation has particular relevance forday care facilities giving services to infants andvery young children as well as to the generalarrangement of interest centers within theplay area.The characteristics of sounds are frequentlymore important in the solution of sonicproblems than the actual decibel level. Equaldecibel levels related to sound pressure are notequal levels when different pitches orfrequencies are involved. Loudness is afunction of both volume (decibel) and pitch. Itis the way that sound is experienced and theuse to which the space is put that shoulddetermine the definition and solution ofacoustical problems.

The control of reverberation that is, thepersistence of sound in a room is animportant aspect of sound control. It is directlyrelated to the ease with which speech can beunderstood in areas In which a variety of loudactivities are being carried on at the same 1;

3.3

time this situation being characteristic inday care centers. Reverberation is a function ofthe volume and emptiness of space.Many day care center designs will be similar tothe open classroom in a school facility. Openplan schools are reported to work wellacoustically. Thu situation produces a certainamount of background noise which is expectedand easily adjusted to. This background hummay effectively mask distracting sounds. Insome situations, a featureless backgroundsound may be deliberately introduced to maskother noises and secure privacy.

In discussing the planning ot open schools, theEFL report, Schools Without Walls, states, "Ofthe two horizontal surface in the room, floorand ceiling, treat only one acoustically the

floor. Treatment of both may have a deadeningeffect on the space. An acoustically absorptive(i.e., carpet) floor stops unwanted sound whereit starts; a hard ceiling reflects wanted soundsto where they are wanted." (103:31)

The dimensions of the room should be largeenough so that there can be adequateseparation between work groups, and thepopulation within the room should not exceedthe number for which planned.Traditionally, ceilings have provided the mainsource of sound control through the use ofacoustical tile. Recently, there has been atrend away from this surface as the solesource of control.

". . . it should be noted that in most cases theceiling is the last place to treat for effectiveresults, rather than the only location forapplication of acoustical material." (117:/13)"Many classrooms today are fully covered withacoustical absorption, but this coverage isseldom needed and is actually a detriment toeffective communication." (96:28)

Hard flooring on which a great deal of noise isproduced by footsteps, moving furniture, etc., ,

causes sound reverberation and should beavoided. Softer flooring, such as carpet, rubber,linoleum, asphalt, Is preferable.

ConclusionsThe control of sounds within a play area andof sounds entering the area is an importantfeature in the design of a day care facility.Sound control can be achieved through acombination of methods involving initial siteselection, the relationship of different areaswithin the facility, and the use of materialswhich have sound absorbing properties.

Climate Contro

Human beings can exist only within a fairlynarrow range of temperatures. Of all thecomponents of the environment, the thermal unitmay be the most vital. Yet, it is less significantthan other components in its effect on humanbehavior so long as conditions close to thoserequired for human comfort prevail. Thermalcomfort is not a luxury; it is a physical andmental requirement for the effective use of aclassroom. Classroom discomfort meansinattention, restlessness, fatigue and irritationfor teacher and children. The best heating,cooling and ventilating systems for playroomsand classrooms are those which functionunnoticed, but which contribute through theirappropriate and inconspicuous functioning tothe alertness, productivity, and relaxation of thepersons living and working within the area.

"An optimum thermal condition in which moststudents are at their greatest efficiency is theobject of a good thermal environment. Thesethermal conditions will set the sensitive bodymechanism at their minimum stress point andpromote the grsatest possible alertness overthe longest period of time. The four primefactors which control efficient body comfort areradiant temperature, air temperature, airvelocity and humidity control." (117:115)

There are other factors which influencecomfort, but which are not directly concernedwith the production or removal of heat. Theseinclude odors, dust, dirt and such atmosphericcontaminants as smoke and exhaust fumes.They need to be eliminated to the greatestpossible extent in the interests of health aswell as of comfort.

Design ConsiderationsA great deal of technical information on thedesign of the thermal environment of schools isavailable. Most of this information is applicableto preschool day care conditions. However, theactivities of preschool children and the natureof preschool programs do pose some specialproblems in preschool thermal environmentdesign. Waechter and Waechter consider someof these problems in Schools for the VeryYoung. (125)

in a preschool, young children contributeradiant body heat, just as larger children do,but there is more space for each child anda greater variety in space distribution ascompared with a typical classroomthe problem of exposure to the radianttemperature which may occur near windowsis less grave than in classrooms for olderchildren because pre-schoolers constantlymove around

very young children love to play on the floors,requiring warm floors and favoring radiantfloor panel heating or carpetingpreschools, particularly those with a half dayprogram, have a relatively short heatingperiod and ihe system used must be capableof quickly warming or cooling the buildingsince the children are so small physically,the thermostats in the classrooms should beplaced no higher than their heads so that thesystem will he responsive to conditions at thechild's levelin day care centers serling infants, specialconsideration needs to be given to thethermal climate of the infant care area

Performance Criteriait Is well to remember that optimum thermalconditions vary according to the individual'sage, sex, health, activity level, and otherfactors, and that no two researchers agree onexact combinations of radiant temperature, airtemperature, relative humidity, and airmovement that constitutes the optimum.However, there is agreement in general:

Radiant temperature the average temperatureof surrounding surfaces should be the same asair temperature; a floor temperature that iswarm to the touch, 79° F optimum.

Air temperature 65° F to 70° F is optimal forvigorous activities; 72° F to 75° F is optimal forsedentary activities

Air movement 20 to 40 lineal feet per minutemeasured at approximately 30 inches abovefloor level.

Relative humidity 40% to 60%Outside air 15 to 30 cubic feet per person;0.3 to 0.8 cubic feet per minute per square foot

Heating is most easily and economicallysecured in buildings which have proper walland roof insulation and solar radiationprotection. This last point is very importantwhere large areas of glass are used. The use ofglass for natural lighting may conflict witheffective thermal control. Heat loads producedby daylight and electric light systems representa big design concern in large school buildings,but may not be of much concern in small daycare centers.The type of heating and ventilating whichshould be installed in preschool day carefacilities depends upon many factors: originalcost, operating cost, maintenance servicesavailable, the size of the facility, and state andlocal building standards. Each system hasadvantages and disadvantages. Some of thecommon systems include:

n 3 41 y

Direct radiation best is provided byradiators or convectors located in the roomunder the window or along the window wall.Ventilation and cooling are often by openwindow, but may be supplied by mechanicalmeans.

Panel heating A radiant temperature whichwarms the room by means of a fiat ceiling orwall heated above room temperature by hotwater piping, warm air ducts, or electricheaters. Ventilation and cooling may be byopen windows or mechanical means.

Unit ventilators Fan units equipped with aheating element, outside air and recirculatedair dampens, and fresh air intake. Located ineach classroom, they supply heating andcooling in accordance with the demands ofthe classroom.

Warm air furnaces Heat absorbed by air isforced through ducts into room. Cooling isusually by open windows; however, cold aircan be introduced into a warm air duct systemto provide air-conditioning.

Central fan or blast system Air is driven overbanks of hot water or steam heated radiators orcoils, and delivered through ducts by a fan. Thistype system may also be equipped for cooling.Split systems Usually radiation or panelheating combined with a fan system for cooling,ventilating air, and extra heat for a quickwarm up.Air conditioning has become practicallymandatory in climates where cooling is of equalif not more importance than heating. Day carecenters which are in operation throughout theyear should consider the possibility of a dualheating and cooling system even in parts of thecountry where summer is of short duration.Educators believe that air conditioning bothdirectly and indirectly improves the educationalprocess.

ConclusionsThe problems of designing a good day carecenter atmospheric environment are similar tothose of designing a school. Local climaticconditions will dictate the final solutions to theproblem. The goal is to provide the healthiestconditions possible. Technical advances madeduring the last few years make it essential thatexpert assistance be secured in the earlyplanning stages of a properly integrated system.

Technical information relating to climate controlfrom this and the following chapter was takenfrom: SEF El, Educational Specifications andUser Requirements for Elementary (K-6)Schools (116)

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Inteiior Surfaces

Interior surfaces are an aspect of theenvironment which is rarely considered. Onenotices walls, floors, and ceilings, but seldomthe materials from which they are made. Interiorsurfaces stimulate vision and the sense oftouch. Of these two, perhaps the tactile senseis the most important for the preschool children,especially the very young and the retarded.

"The sense of touch is constantly in use butsadly neglected. Even though the human beingmay cut himself off temporarily from sight orhearing by closing the eyes or plugging theears, he can never in normal conditions be freeof tactile sensation of the body on the surfacewhich support it. Yet except when the cruderaspects of physical comfort or discomfort areInvolved, there is little consciousness of thesensations of touching the chair seat or thebed, or the desk on which the arms rest. Thesensual life could be far richer if man becameonly slightly more aware of the tactile senseand, as a corollary of this, if architects moreoften used texture consciously as a designelement as a tactile experience and not Just,as at present, visually." (84:41)

Design Considerations

WallsThe walls of a day care facility are used formany things besides defining the limits of therooms. The purposes for which the walls are tobe used should be kept in mind when thematerial for them is selected. It should also bekept in mind that material or equipment beingused in the program and placed on walls shouldbe placed at child's eye level. This is true ofwindows as well as chalk boards and tackboards. A wall that is to be "worked" on shouldhave a texture that is appropriate to its use andthat has low maintenance and high durability.Unused wall surfaces require less maintenanceand allow more freedom for textural expression.

There should be many sorts of wall treatment ina preschool facility: smooth, rough, soft, andhard, each selected with as many purposes lnmind as possible.

preschool facility walls need not haveblackboards or bulletin boards, but thereshould be provisions for writing, drawing, andmounting of information on the wall surfaces

walls should provide a pleasing backgroundfor children's work, much of which will bevividly coloredtackboard walls and chalkboard walls permitteacher and children to utilize many areas foreducation and training purposesworking walls should be selected fordurability and ease of maintenance qualities

walls and doors should be easily andinexpensively maintained, especially the partsthat are within the children's reach

the baseboard should match the wall toeliminate a stiong band of brightnessdifference at a location that falls well withinthe visual range of preschool childrenglossy surfaces should be avoided, both Innatural materials or applied surfaces in orderto avoid disturbing highlightstrim may be used as an accent to wallsurfaces, but should retain about the samereflection factor values to avoid objectionablebrightness-difference

paint finishes should be flat or matte on alllarge interior surface areassemigloss finishes are permissable on trimsurfaces for accents and for areas wherefrequent cleaning Is necessary

34 j 3 5

FloorsFloors also deserve careful considerationbecause preschool children spend much timesitting or working on the floor. In addition tosuch characteristics as smoothness, easymaintenance, warmth, resilience, and waterresistance, the floor material should also beconsidered for Its acoustical properties.

The following observations may be helpful inselecting floor materials:

floor surfaces In art and craft areas shouldbe easily washable and water resistant

floor surfaces in play areas should beresilient

bare concrete and terrazzo floors should beavoided because of hardness, coldness, andnoisiness

wood flooring should be avoided because ofmaintenance and the hazard of splinters

carept as a floor surface offers the followingqualities: it is comfortable to sit and walk on,resilient, and an effective noise preventerand absorber. However, some activitiesshould be carried on where the floor surfaceis more readily mopped and scrubbed. Areacarpets or rugs are frequently moresatisfactory than wall-to-wall carpetingbecause they are more easily cleaned andallow for more flexibility in the arrangementof the area. Both functional and maintenanceaspects of the different types of floorsurfaces should be considered before achoice is made for a particular area.

CeilingsAlthough ceilings do not come into directphysical contact with the occupant of thepreschool facility, they are Important In thelearning environment.

ceilings may be more textured than walls andfloors because they do not come into directphysical contact with the occupants

ceilings should be used mainly for sounddistribution

the effectiveness of ceilings as a light-reflecting agent may be compromised to adegree when acotistic materials are neededand applied to it

acoustic plaster and perforated fiber boardslose less of their acoustical properties whenpainted than do the non-perforated materials

materials should be selected mainly forsound distribution and light reflectingqualities, two considerations which may notbe complementary

I

Other Surfaces

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Other surfaces which deserve consideration area large part of the room's interior surfaceoccupied by storage walls, built-in equipmentand furniture, windows, doors, and slidingpartitions. Chalkboards and tackboards andviewing screens are included in this group ifthey are applied to the wall and are not anintegral part of a working wall design.

conventional blackboards should becoverabie with lighter colored surfaces whena high level of reflectance is required

high reflection chalkboards (20-25%) areonly practical when a high level ofillumination compensates for the reducedbrightness-difference between the whitechalk and the light-colored board

bulletin boards, tackboards, etc., shouldcomplement the wall color scheme

semigloss finishes should be used on trim,doors, woodwork, and other areas wherefrequent cleaning is necessary

desk tops and frames should have a flatnon-glossy finish

desk and equipment finishes should' have a30 to 50% reflection factor range. Thisincludes all case work, shelving,supplementary furniture, machines, lockers,filing, cabinets and the like

if

36

ConclusionsSince interior surfaces play a large part in theeducational value of the environment, it isimportant for the architect to carefully considerthis area when designing a preschool facility.

It is advisable for the architect to list all thematerials which might be used against theserequirements: workability, availability and cost.Only then may a sound evaluation beachieved with regard to hygienic qualities,color, light reflection, acoustical qualities,textural qualities, insulation value, andinitial and maintenance costs.

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Space

Space is where things happen. The way spaceis enclosed, that is, the size and shapeincluding the height of the room, plays animportant part in the efficiency, enthusiasm,and discipline with which the activities arecarried on in a preschool day care center.Children respond more impulsively to theirenvironment than do adults. Space suggestscertain activities to them. A high spot is a placefrom which to survey the world and commandattention. Long corridors or wide open spaceinvite running, tunnels invite crawling through,and closets invite hiding. Size can beforbidding, frightening, restricting, inviting orany number of other things. It can producebehavior related to these feelings.

Research in learning indicates that room size,form, and scale have a definite bearing on theeffectiveness of the information transferred tothe child.The following comments apply directly to thearrangement of space and its contents in thepreschool day care facility:"The classroom's arrangement shouldcontribute to the child's concepts of order andspace. A perceptually clear and distinct roomenvironment, achieved through unclutteredequipment and furniture arranged in an orderlyfashion, helps the child focus his attention onthe curriculum instead of distracting him withirrelevant stimuli. Daily contact with anuncluttered, structurally simple environmenthelps teach time and space organization.Tidiness is a secondary benefit." (115:4)

36

Design ConsiderationsSpace is defined by its size, form (shape andvolume), and scale.

SizeA space can be too large or too small for agiven activity. The optimal sizo of any spaceshould be determined by the nature of theactivity or activities which will take place inthe area, the number of children and adultswho will be involved, and the furniture,equipment, and supplies which are needed.Even with this information, it is impossibleon the basis of available data to give adefinite prescilption for the size required foran area.

Because of changing requirements, it is verydifficult to exactly determine the requiredsize. Therefore, we can only approximate theminimum and maximum area needed toeffectively conduct the activity or activities Ithouses. The optimum size of any space liessomewhere between the minimum andmaximum area.

FormThe housed activities also dictate the forniofthe space involved. In addition to theactivities of the children, there are teacheractivities which Influence the form of a room.The most important of these is probably thesupervision of the children by the teacher.The shape of the room should be such thateasy casual supervision is possible. Squareor nearly square rooms are preferred bymany teachers because they offer ease ofsupervision plus flexibility in thearrangements of interest and play centers.However, a box, which Ignores the threedimensional possibilities of space andproduces boredom, is not advisable.

It is well to remember that booming bigspaces with high ceilings invite boisterousuninhibited play. Lower ceilings tend tocreate a more subdued atmosphere. Attentioncan be focused on an activity by lowering theceiling, raising the floor of the area, orcreating an alcove where the activity takesplace.

ScaleChildren's space should be fdendly andpleasant a space which children readilyrecognize as their own because the things inIt are scaled to their size and stimulating totheir interests.

1,

37

Scale is the relationship between the humanbody and its environment. Before planningspaces and designing equipment forpreschool children, it is necessary tounderstand the characteristics of theirphysical growth. Further discussion of thistopic will be found in the forthcoming sectionof "Furniture." This provides basis for scalingchildren spaces to their size. Proper scale isachieved by giving informed consideration tosuch Items as the interior proportions ofspace, the size and shape of furniture,equipment, fixtures, and other operativeproducts, the height of operating hardware,blackboards, shelf windows, stair rails,electrical switches and the like.

Scale and form appropriately blended canproduce an atmosphere of order and beautyindefinably but definitely related to learning.

ConclusionsThe size and shape of the space for theactivities of preschool children need to receivecareful consideration because of the influencethese parameters have on the behavior ofchildren.

f

t,Q

Flexibility

We have come to realize that the only certaintyin preschool education is change. In facilitieswhere there is constant change andimprovement in materials, methods, andtechniques, it is essential that buildingflexibility be provided. Many administrators andarchitects do not have a specific program orspecification for flexibility; they are only awareof the criticism they may receive if they can notclaim to have such capability in their facility.

Flexibility should not be confused with freedomof movement it is much more. It is aprescribed system for optimizing daily needsby correct planning resulting from an exactknowledge of requirements. Flexibility is not allencompassing, but follows a certain set of rulesand standards based on rational "decisionmaking" towards fulfilling the givenrequirements. It performs most efficiently whenit follows Its prescribed path; deviation fromthis path limits performance and increasesthe cost.

It should be kept in mind who the real users offlexibility are: not the architect, the contractor,or the manufacturer who supplies the buildingcomponents, but the children and the personnelof the facility especially the children'steachers. Flexibility can be used as aneducational tool: children love to change theirphysical environment. But the main users andcreators of flexibility are the teachers.

If, however, a facility's flexibility is too difficultto realize, either because it takes too muchtime or effort, they will not make Intended useof builtin flexibility unless they are forced todo so. The flexibility features must beconvenient and simple to operate.

Design ConsiderationsThe concept of flexibility can be described asa function of at least four contributiveparameters. A facility is flexible to the extentthat it incorporates these parameters:expansibilitythe ability tor exterior growth,enlargement, or changeadaptability multifunctional space; it has toaccommodate changing needsconvertibilitythe ability to Internally changea space into a totally different space or spacesquickly, efficiently, and economicallyuseability the utility of a facility and itsenvironmental components, furniture, equipmentand fixtures

Motivators for flexibility:childrenstaffcommunity patterns (social. political, cultural,and economical)educational objectiveseducational programeducational activities

Means of achieving flexibility:multi-use equipment/furnitureportable equipment/furniturepartitions/dividerschangeable wall, floor, ceiling surfaceselectrical and mechanical systemsnon-load bearing wallslarge spansaudio-visual technologyprefabricationmodular coordinationsystems approach

V IC

38

ConclusionsFlexibility, therefore, becomes an integralcomponent of the physical environment. Iffacilities could be tailor-made and disposableto meet every possible situation, flexibilitywould not be needed. But the reality of lifeforces us to economize disposable, tailor-made facilities are not economical. One spacehas to do many things: accommodatechanging educational objectives and needs,changing community patterns, changing childrenand teachers, newly developing audio-visualtechnology, etc. We need a variety of spacesto satisfy many conditions but yet costs requireus to compromise.

The built environment must house a specificprogram with an individualistic teacher incharge of a number of different children. Notonly do specific programs require Inherentflexibility, but the teachers themselves requirethe opportunity to structure the builtenvironment to their own particular teachingpreferences.

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Psychological Variables

Througnout the text, several psychologicalvariables have been indicated relating to thepreschool child. The usual concept of thepsychological world of the child comprisesthings he knows about, the objects he is awareof, the things he notices and keeps in mind ashe goes about his daily life. But this descriptionis restrictive as it only includes objects of whichthe child is conscious. We really do not havea good idea as to what is on his level ofconsciousness except as determined by hisbehavior patterns and by what the child cantell us.

38

We know that the child's psychological statecannot be isolated from the physiological one.A healthy body makes for an alert attentivemind. It is necessary to provide food andhealth services, along with psychological andsocial services, whenever they are needed.Specific inclusion of these services within thepreschool facility will depend on Individualneed and availability of resources to thatparticular facility.There are hidden problems that result frompoor nutrition at initial stages of develcpment.Under-nutrition and malnutrition interfere withthe learning by preschool age children; theseyears are irreversibly lost. This is in additionto the possibility of irreversible damage toboth physical and mental development.

We know that environmental stimulation caninitiate and accelerate or even retardmaturation a process of growth anddevelopment of mind and body; learning isdependent upon a certain stage of maturation.

We also know that he learns by pastexperiences and that behavior is affected andmodified by these experiences. Most of hisexperiences and learning have come throughhis few self-chosen activities.Since the 4reschooler has very little experiencewith life aird therefore does not know how tofurther ex,;and these activities, It Is then up tothe concCrned adults to steer him intoconstruive creative learning experiences.Thereye, it Is essential that the environmentof you:1g children must be adjusted to boththeir physical and mental power. Not only mustwe provide adjustable tables and chairs, forexample, but also problems and opportunitiesadjusted to the thinking and feelings they areexperiencing.

39

Since the psychological aspects of the child'slearning ability has been adequately coveredthroughout the previous sections of this report,an in-depth study is not considered necessaryat this time. It is only mentioned here as areminder and to stress the importance that thepsychological variable has upon the totallearning environment.

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Summary

The physical environment provides not only thebasic levels of comfort but also helps to alter,modify, and construct attitudes, behavioralpatterns, and other psychological responses.This "therapeutic" level of environmental designis discussed in Bednar and Haviland's TheRole of the Physical Environment in theEducation of Children with Learning Disabilities.(85) Their chapter on conceptualizations Isespecially worthy of note and reference shouldbe made to It by everyone contemplating theconstruction of a preschool facility.

This section has looked at the environmentalvariables as single concerns. The obvious factis that they are very closely interrelated.

Vision has psychological qualities through itsrelationship to light, color and texture.

A crate painted dark blue was experiencedas heavier than an identical one of yellow.(84:32)

Weights are judged as being heavier underred light and lighter under green light.

We feel textures with our eyes. We see roughbuildings, and slick ones, sharp corners, andsoft spaces.

Sound can be used to heighten environmentalsensations and help relate activities andbehavior to space.

A quiet place for restingSoft music for dining

Lively sounds for physical activity

Noise sounds loudest in a white room andquieter in a purple one. (84:32)

Sensitivity to red colors is lowered by theInfluence of sound, while sensitivity to greencolors is increased. (90:109-118)

Low notes tend to make colors appear asdeeper hues and vice versa. (90:109)

40

arbtrt

Because of so many of the variables areinterrelated, future research is needed todetermine not only what influences the Isolatedvariables have on learning ability, but whateffect the total environment has on learningability. Once the variables have been Isolatedand evaluated, the interactions andrelationships among the variables can beplotted to achieve meaningful and realisticresults for effective evaluation of the totallearning environment.

39

Basic Planning Considerations

This chapter on the Day Care Facility suggestsdetailed planning and design requirements forthe preschool facility. Specific spaces arepresented in terms of environmentalcomponents, relationships, furnishings and therole they have in specific educational activities.This information is derived from the precedingtwo chapters.

Certe.In preliminary aspects of planning a daycare facility need careful consideration. Theseinclude: site selection, location of a facility onsite, codes, zoning, safety and sanitarystandards, and ordinances local, state, andnational.

Site Selectionthe site should be easily accessible to thecenter of the community services andactivities.

the site should be located in a quiet zonewithin a convenient distance of the homes ofthe children or of the mother's place of work.

the site should be free from dust, noise,fumes, and airport traffic patterns.

the site should offer easy access by foot,car, bus, etc.

the site should be planned for future needspart of a coordinated community plan.

the site should be adequate to providesufficient well-drained outdoor activity andplay areas.

the site should be selected for its naturalamenities (plant life, animals, water, earthforms, etc. trees, bushes, and shrubs onand around the site will reduce noise).

the size of the facility is only partially relatedto total required area of the site consideradequate parking, deliveries, safe loadingand drop-off zones, pedestrian/autocirculation, future building expansion, andadequate playground/recreation space.

select sites near existing elementary schoolsif possible because public school systems arebeginning to incorporate early childhoodeducation into their elementary school plans.

Locationlocate the facility at some distance fromarterial streets and roads, railroads, andother type of hazards and noise.

when noisy sites must be utilized, greatersound insulation in the facility must beprovided.

locate the facilities' noisy activities nearestthe out:side noise source in this way, theroom housing the noisy activities can shieldto some degree the quieter activities.

provide easy, safe access to the classroom.

roads, walks, and onsite parking should belocated to minimize hazards to pedestrians,but permit ease of traffic movement for staff,visitors, and deliveries.

locate facility with consideration of sunorientation.

locate facility in consideration of prevailingbreezes and other natural amenities.

42

Codes, Ordinances,Zoning

check and comply with local standards.

every facility should have at least two fireexits immediately accessible to all roomsused by children.

all outside doors should open outward.

facilities should be designed to make themaccessible to and usable by all physicallyhandicapped, including public, staff, andchildren.

provide low firm railing easily usable bychildren in hazardous locations.

classrooms, if not established by code, arepreferred on the ground floor.

provide ramps if handicapped children areinvolved.

The component parts of a day care center willbe considered under three main headingswhich correspond with its functionalorganization:Education/TrainingAncillary ServiceAdministration

The anticipated and planned interaction amongthese three groups should determine thegeneral spatial layout of the facility. Analysis ofthese inter-group relationships reveals thatinteraction is most dynamic between theeducational training and ancillary servicegroups. Interaction among ancillary service andadministration is second in degree of activity,while the least contact of thls kind occursbetween the administration and education/training groups. Spatial planning should reflectthese relationships. The spaces allocated foreducation/training should, of course, be closelylocated to each other for optimal intra-groupactivities and should as a whole bo locatednear those spaces noted for supportingancillary services. The ancillary serv".:e spacesshould also relate to the administration area(s),whereas contact between administrative andeducation/training spaces should be minimalif at all.The spatial layout of the center should facilitatemeaningful interaction and help provide acontinuous learning experience for allparticipating persons. With careful planning thiscan be accomplished.

41

Education/Training Area

This area consists of the classroom/playroomand other spaces directly associated with theeducation and care programs for the chidiren.The care activities include bathroom, naps andfood service. Special educational activitiesmight include a music room, a tutoring/isolationroom, a multipurpose room or other roomsappropriate to the center's program. In mostday care centers these activities will take placeIn the playroom and provision for them will bea part of playroom planning. Consequently therequirements of special activity rooms will betouched on only briefly, following the discussionof the classroom.

42

Classroom/PlayroomThe classroom/playroom is the most importantspace In any preschool facility. The activitieswhich take place there provide the means forachieving the education and training goals ofthe child care activities mentioned previously.Therefore, the classroom/playroom mustprovide for a variety of activities. This room iscomposed of two kinds of spaces: a relativelylarge open space for activities which willinvolve the whole group of children and smallermore structured spaces where specific activitiestake place. The interior arrangement ofclassroom/playroom should be flexible,involving few or no fixed partitions andproviding multi-functional furniture and storageunits which can double as partitions. Moveablepartitions or backdrops can also provide extraflexibility for structuring group activities.This situation is usually handled by the creationof "Interest centers" within the play area.

Interest centers are clusters of functionallyrelated materials. Some are located aroundlarge or relatively permanent objects such as asink, work bench, play house or piano. Others,consisting mainly of easily portable andstorable objects, such as puzzles, blocks, anddrawing equipment, require only storage spaceand floor or table space. Though a center ofinterest is arranged to stimulate directexperiences, each child is free to use thecenter In his own way.

The Interest centers are adjacent to the largergroup activity space, and activities canoverflow into this larger space whenevernecessary. This has the advantage of allowinga variety of activities to go on at the sametime. However, another solution, primarilyapplicable to large facilities containing anumber of classrooms or playrooms, Is to equipeach room for one activity rather than a variety.This has the disadvantage of limiting thechildren's choice at any given time, but withcarefu! planning could have advantages throughthe specialization of teachers.

Interest centers which have environmentalrequirements in common should be set up neareach other. This is especially true of noisy andquiet activities. Circulation and traffic patternsshould be clearly defined. Satisfyingenvironmental requirements can be donethrough the skillful manipulation of the textureand light and acoustical properties mentionedearlier.

Since stimulating interest centers are based onaildren's interests and motivity, the contentsand nature of the centers should differ forchildmn with different backgrounds and lifeexperiences. Careful consideration of therelavancy of interest centers is vital inproviding enriching experiences to deprivedchildren and retaded children.Some possible interest centers are described onthe following pages. In each, the material andsupplies should be appropriate for thechildren's maturity levels and backgrounds.

The arrangement of the play area shouldpromote the program objectives discussed inSection 2. The achievement of the attitude-behavior objective requires that the space beorganized in an orderly and convenient way,that it suggest and make easy purposeful playand care of materials, and that it encouragecooperative play and facilitate unobtrusivesupervision by adults. The part played by theenvironmental variables in achieving this goalhas been discussed in the previous section.

The total playroom/classroom area isconsidered to consist of two distinct types ofspaces: (1) the space for total group activities,and (2) spaces for interest centers.

&vtia.luemenssumonlvettarawelsormwrzemvuiveteuesfommantrrgICMOZGEMOMNIYUCROMP3061110235=ITILIMMI1241tspszattawigcenim lausgie,ammosmiggasztygeS17217MVSUSTWAV=VEM

1 Total Group Activity Space

This is the hub of the classroom around whichthe different interest centers are arranged andInto which they can expand when necessary.Some of the activities which will take place inthis subspace of the playroom are listed below.The list Is followed by a discussion of the partplayed by the physical environmental variablesin producing an optimal environment for theseand similar activities.

activities:musical activities such as singing, dancing,listening to recordsstory tellingdramatic playIndoor physical activitieseating

resting on the floorgroupings:

large (6-15 children)small (2-5 children)large group activities are prevalent in thisspace, with ability to be subdivided intosmaller groups when needed

atmosphere:active, lively, cheerful

color scheme:warm color range

pastels for large surfaces (walls, floor,ceiling)primaries for accents, trim, and emphasis

intrior suilaces:floor

resilienteasily maintained/cleaneddurablenon-supsmoothsince this is a high activity space, floorsurface should have sound absorptionqualities to eliminate scraping of tables,chairs, shuffling of feet, and high-pitchedloud voicesfloor should be free of drafts, and warmand comfortable to the touchif floor Is not carpeted, a rug would bedesirable

wallssmoothea&iy maintained/cleanedwalls and doors, within reach of children,should be easily washablewalls should be designed to serve asworking surfaces (writing and display)

baseboard should complement the walls inorder to eliminate a strong band ofbrightness difference at a location thatoften falls well within the visual field ofthe childrendoors should be safe and easy for childrento useall corners should be rounded for safety

ceilingslight reflective surface for overall uniformlightingsound distribution for good tonal qualitiesavoid vaulted or domed ceilings

otherpermanent and built-in equipment andfurniture should complement wall finishesglossy finishes should be eliminated inorder to avoid disturbing highlights

space configuration:size

min. 40 sq. ft./childmax. 60 sq. ft./child

square or nearly a square shape is desirabic,for ease of supervision and control plusfibxibility in group arrangementshigh ceiling, in comparison to adjoiningspaces, may be used for sound reductionand to help create an active, livelyatmosphere

relationships:necessary toobservation

bathroomoutdoor recreationstorage

desirable toarts/crafts centerhousekeeping/dramatic play centernature study/science centerbook centerblock centertutoring/quietmusicindoor recreationmulti-purposemaintenanceteacher

undesirable tonapping/restinginfant carestaff loungemechanicalexecutive directorsecretaryconference/board

provide separate entrance for preschoolchildren when it is part of a larger complexwhere older children are involved

44

furniture/equipment:open shelf storageclosed shelf storagepersonal storage units (1 per child)desk (1 per child)chalkboardaudio-visual equipmentcots/mats (1 per child)musical equipmentchairs (1 per child and 3 or 4 extra)display boardsteacher desk and chair optional, but teacherneeds some private spaceelectrical services should be readily availableto all parts of the classroom for audio-visualequipment

quantity30 ft. candles/general50 ft. candies/detall

a good artificial lighting system that providesoverall uniform illumination is recommendednatural light can be introduced wherepossiblerheostat-controlled lighting level isrecommended during rest periods, use ofaudio-visual equipment, and other applicableactivitiesprovide windows for visual link with outdoors;shield for glare and reflectionuse shielded warm white fluorescent lamps

acoustics:surface treatment in small spaces hasrelatively little effect on hearing conditions;consider treatment of floor to reduce activitygenerated noisesound reverberation within space should beavoidedsound insulation between adjacentclassrooms and spaces

amide control:temperature

72° to 78°humidity

30% to 50%outside air

0.5 to 0.8 cfm/sq. ft.15 to 30 cfm/person

air changes6 to 8/hour

air movement25 to 80 fpmavoid floor drafts

43

17:

1

2 Arts/Crafts Center

The arts and crafts center provides materialwith which children can make things. Theyoung child is creative when he works withuncommitted material like water, sand, clay,finger paint, paste, etc. Teachers curtail someof the activities because they are messy, butdisorder can be reducd to a minimum if spaceis carefully designed and appropriate storageand floor and table surfaces are provided.Special attention should be given to theselection of floor and wall materials. Activitiesmay be done on the floor, desk, work tableor easel.

activities:sand playwater playdrawingpaintingclay modelingmanipulation of paper

cutting paperpasting

groupings:small (2 - 5 children)individualoccasionally all of class will participate inarts/crafts activities

atmosphere:active, lively, stimulating

color scheme:warm color range

pastels for large surfaces (walls, floor,ceiling)primaries for accents, trim, and emphasis

interior surfaces:floor

easily maintained/cleanedmoisture proofresilientdurablemay be equipped with a floor drainvinyl-asbestos tile Is recommended nearsink and clean up area

wallseasily maintained/cleaned

washable within reach of childrenwalls should be designed as writingand display surfaces

ceilingshould be light reflective for overall

uniform illuminationacoustical treatment of ceiling isrecommended

44

space configuration:size

min. 30 sq. ft./child 150 total sq. ft.max. 50 sq. ft./child 250 total sq. ft.

when all of class are involved, approximately250 sq. ft. of additional space is required(flexible arrangement would allow thisadditional space to be shared with the totalgroup activity bpace)

relationships:necessary to

observationoutdoor recreationstorage

desirable tototal group activityhousekeeping/dramatic play centernature study/science centerbook centerblock centertutoring/quietindoor recreationbathroommaintenance

undesirable toinfant carestaff loungemechanicalexecutive directoreducational directorsecretaryconference/board room

funiture/equipment:children's sinkteacher's sinkcounter spaceopen shelf storageclosed shelf storageeaselsdeskswork tablebulletin boards or suitable wall space fordisplays

waste basketschairs

lighting:quantity

50 ft. candles/general70 ft. candies/detall

cool white shielded fluorescent lamps arerecommendedoverall uniform illumination with incandescentspotlighting for accent and emphasisnatural daylightIng can be introduced toenhance art work

45

acoustics:avoid all hard surfaces to prevent soundreverberation

sound produced in this space should notdisturb persons in adjacent areasacoustical treatment of walls and ceilingavoid vaulted or domed ceilings

climate control:temperature

72° to 78°humidity

30% to 50%outside air

0.5 to 0.8 cfm/sq. ft.15 to 30 cfm/person

air changes6 to 8/hour

air movement25 to 40 fpm

avoid floor drafts

xr

3 Housekeeping/DramaticPlay Center

A center for housekeeping and dramatic play isrecognized by the home-like, child sizedfurniture and housekeeping essentials. Theyoung child is a natural inventor of dramaticsituations in which he imitates human beingswho puzzle or delight him. The center fordramatic play is especially valuable becauserole-playing enables a child to find the personalcourage to release negative and ambivalentas well as positive feelings. It stimulates himto find the words to express these feelingsand to communicate them increasingly.

This center is probably the most popular inday care facilities, and few teachers wouldcare to be without one. Sensitive teachers feelthat this is a place where children imitate,interpret and assimilate the roles andcustoms of their culture.

activities:sharing

role playingdressing

housekeeping

preparing food

groupings:small (2-5 children)individual

atmosphere:active, cheerful, warm

color scheme:warm color range

pastels for large surfaces (walls, floor,ceiling)

primaries for accents, trim, and emphasis

interior surfaces:floor

should be free of drafts and warm to thetouchcontribute to sound controlcomfortable sitting surfacecarpet is recommendedeasily maintained/cleaned

wallsshould be designed to serve as writingand display surfaces

easily maintained/cleanedwashable within reach of children

ceilingsound absorbentlight reflective

space configuration:size

min. 15 sq. ft./child 75 total sq. ft.max. 25 sq. ft./child 125 total sq. ft.

space flexibility should provide for a home-like arrangement (kitchen, dining, IMng. andbedroom)

relationships:necessary to

observationoutdoor recreation

storagedesirable to

total group activityarts/crafts centernature study/science centerbook centerblock centertutoring/quietindoor recreationbathroommaintenance

undesirable toinfant carestaff loungemechanicalexecutive directoreducational directorsecretaryconference/board

consider adjacent relationship to blockcenter for cooperative activities

furniture/equipment:open shelf storageclosed shelf storagepegboardbulletin boardfull length mirrortable2 or 4 chairsstove, refrigerator, cupboard, beds, buggies,(child-scaled)housekeeping accessoriesdress-up clothes and accessories

lighting:quantity30 ft. candies/general50 ft. candies/detall

4 '1

wal19,1,m0,10"!,'MV11.717rr.VM:!' 74.

acoustics:acoustical treatment of floors to preventnoise such as shuffling of feet, scraping offurniture and blocks

climate control:temperature

72' to 78.humidity

30% to 50%outside air

0.5 to 0.8 cfm/sq. ft.15 to 30 cfm/person

air changes8 to 8ihourair movement25 to 40 ipmavoid floor drafts

45

4 Nature Study/Science Center

Nature study or science centers promote thechild's interest in living things. Children haveinsatiable curiosities about the world aroundthem. This area should provide space for anaquarium, bird and animal cages, a terrarium,and potted plants hopefully, not all at onetime. The needed services of direct sunlighting,water and soil preparation can be providedby utilizing a small outdoor study area directlyaccessible through or included within theindoor area. If the teacher is interested innature and gifted in communicating withchildren this can be a most exciting center.

activities:listening and talkingnature studytaidng care of animalstaking care of plantscollection of rocks, leaves, etc.study of seasonal changesstudy of current scientific events

groupings:small (2 to $ children)individual

atmosphere:passive, quiet, interesting

color scheme:cool color range

pastels for large surfaces (walls, floor,ceiling)primaries for accents, trim, and emphasis

interior surfaces:floor

soft, comfortable, and warm to the toucheasily maintained/cleanedcarpet or area rug recommendedshould contribute to sound control

wallseasily maintained/cleanedlight reflectivewalls should be designed to serve asworking surfaces

ceilinglight reflectivesound absorbent

46

space configaration:size

min. 15 sq. ft./child 75 total sq. ft.max. 25 sq. ft./child 125 total sq. ft.

low ceiling may be used to create quiet,relaxed atmosphereflexiole space arrangements would allowseparate areas for varied nature studyactivities

relationships:necessary toobservationoutdoor recreationstoragedesirable to

total group activityarts/crafts centerhousekeeping/dramallc play centerbook center

block centertutoring/quiet

Indoor recreationbathroom

maintenance

undesirable toinfant carestaff lounge

mechanicalexecutive directoreducational director

secretaryconference/board

furniture/equipment:aquariumterrariumanimal cagesplanting bedsbulletin boardchalkboardclosed shelf storagetablechairs (2 to 4)

lighting:quantity30 ft. candles/general50 ft. candles/detaliuw shielded cool white fluorescent fixturesuniform Illumination with incandescentspotlighting for emphasisshould have natural sunlighting for thenature areas

47

acoustics:acoustically treated floors and ceilings

climate control:temperature

72' to 78'humidity

30% to 50%outside air0.5 to 0.8 cfm/sq. ft.15 to 30 dm/personair changes8 to 8/hourair movement25 to 40 temavoid floor draftsneed alr circulation for odor control,especially ln areas where animals are kept

,'".`""";"."!.,;.7

5 Book Center

1t"for6,",Tem . fTre,"

The book center should be a comfortable andintimate space. Space for individual activitiesand frequent small group activities of 2 to 5children is needed. Space for quiet andexploring activities by children sitting or lyingon the floor should be located away from trafficperhaps set apart by movable dMders andscreens.

activities:handling bookspaging through books

listening to stories. tapes. and recordsbrowsing

viewing slides, filmstrips

grouPln9s:small (2- 5 children)individual

total group may utilize this area at times

atmosphere:passive, quiet, relaxed

color scheme:cool color range

pastels for large surface areasprimaries for accents, trim, and emphasis

Interior surfaces:floorsoft, comfortable, and warm to the toucheasily maintained/cleanedcarpet or area rug recommendedwallseasily maintained/cleaned

light reflectivesound absorptive

walls should be designed to serve asworking surfaces

ceilinglight reflectivesound absorptive

space configuration:size

min. 10 sq. ft./child 50 total sq. ft.max. 20 sq. IL/child 100 total sq. ft.

low ceiling can be used to help create quietintimate atmosphere

relationships:necessary to

observationoutdoor recreationstorage

desirable tototal group activityarts/crafts centerhousekeepingidramatic play centernature study/science centerblock centertutoring/quietindoor recreationbathroommaintenance

undesirable toinfant carestaff loungemechanicalexecutive directoreducation directorsecretaryconiference/board

furniture/equipment:table4 or 5 chairsopen shelf storageclosed shelf storagetackboatdchalkboardaudio-visual same as main activity space

quantity50 ft. candles/general70 ft. candles/detail

uniform illuminationcool white shielded fluorescent fixturesrheostat control for use of audio-visualequipmentillumination should be without glare andreflectionsavcid natural light because it is difficult tocontrol

;68

acoustics:acoustical privacyelimination of sound Interferencesound insulation from other spacesacoustical treatment of floors and ceilingis recommended

climate control:temperature72° to 78°humidity30% to 50%outside air0.5 to 0.8 cfm/sq. It.15 to 30 cfm/personair changes8 to 8/hourair movement25 to 40 fpmavoid floor drafts

47

6 Block Center

Block building usually takes place on the floorand requires an open space located away fromtraffic. The blocks and other toys sAould beconveniently stored nearby. This acti My occursspontaneously and aids in developing motorand manipulative skills. Building is a naturalactivity for young children and structures area natural way for them to express ideas. Witha center sufficiently isolated and room enoughto permit structures to remain assembled afterthe session is over, children can return toreconstruct, elaborate, or rearrange the blocks.As interests shift during the course of the year,floor space will grow and shrink toaccommodate the children involved. Whencertain props, such as toys, or puppets areadded. the block construction space thenbecomes a play center Involving more floorspace.activities:

visual and tactile discriminationblock constructionmanipulating small toys

groupings:small (2-5 children)individual

atmosphere:active, cheerful, Inspiring

cotor scheme:warm color range

pastels for large surfaces (walls, floor,ceiling)primaries for accents, trim, and emphasis

interior surfaces:floor

high impactsoft, comfortable, and durable

should be free of drafts and warm tothe touchcarpet is recommendedcomfortehle sitting surface

wallsshould be smootheasily maintained/cleanedshould have working wall surfacehigh impact

ceilingsound distribution for good tonal qualities

48

space configuration:size

min. 10 sq. ft./child 50 total sq. ft.max. 20 sq. ft./child 100 total sq. ft.

when all of class are Involved approximately50 to 100 sq. ft. of additional space isrequired. (flexible arrangements would allowthis additional space to be shared with thetotal group activity space or similar space)

relationships:necessary to

observationoutdoor recreationstorage

desirable tototal group activityarts/crafts centerhousekeeping/dramatic play centernature study/science centerbook centertutoring/quietindoor recreationbathroom

maintenanceundesirable toinfant carestaff lounge

mechanical roomexecutive directoreducational director

secretaryconference/board

furniturefequipment:open shelf storageclosed shelf storagechalkboardbulletin boardblock cartsolid hardwood unit blockssupplementary play material

lighting:quantity30 ft. candles/general50 ft. candles/detallshielded warm white fluorescent lampsuniform illumination with incandescentspotlight for emphasisrheostat control for reducing lighting levelto create atmosphere and mood

4 9

acoustics:impact noise is criticalacoustical treatment of floors to preventnoise such as shuffling of feet, scraping offurniture and blocks

climate control:temperature72° to 78°humidity30% to 50%outside alr0.5 to 0.8 cfm/sq. ft.15 to 30 cfm/personair changes8 to 8/hourair movement25 to 40 lpmavoid floor drafts

Supportive Spaces

7 Tutoring/QuietThis small s,mce can be used for manypurposes. It can serve as a quiet area for theoveractive child, a place for psychologicaltesting, a space for individual counseling orinstruction, a small teacher's office, and aspace for individual or small group study forchildren who learn more easily when separatedfrom the group.This space should be located adjacent to thechildren's classroom so that it may be viewedeasily by the teacher.

The area should provide an intimateenvironment, acoustically isolated, that isenclosed and free from distrbttions. Theenclosed space, or tutoring room, enables achild or small group of children to be free ofdistractions while working with a teacher orwith specialized teaching equipment.

activities:individual workindividual studyisolationtesting

grouPings:individualsmall (2 to 5 children)

atmosphere:quiet, passive, peaceful

color scheme:cool color range

cool pastels for large surfaces (walls,floors, and ceiling)

cool primaries for accents, trim, andemphasis

interior surfaces:floorssoft and comfortable

inviting to lie and sit uponcarpet is recommended

wallsshould be designed to serve as workingsurfaces

easily maintained/cleanedsound absorrAve

celIngshould :le tight reflective and sound

ahsnrbent

space configuration:size

mln. 15 sq. IL/child 75 total sq. ft.max. 20 sq. ft./child 100 total sq. It.

low ceiling recommended

relationships:necessary to

observationstorage

desirable tototal group activItyarts/crafts centerhousekeeping/dramatic play centernature study/science centerbook centerblock centerbathroommaintenanceteacher

undesirable toinfant carestaff loungemechanicalexecutive directoreducational directorsecretaryconference/board

quantity50 ft. candies/general

70 ft. candles/detailglare free artificial illumination

50*

1..h.f,

acoustics:sound insulation from other spacesreduce activity generated soundsaccusticsi treatment of floor and ceiling Isrecommended

climate control:temperature

72 to 78°humidity30% to 50%outside air0.5 to 0.8 cfm/sq. ft.

15 to 30 cfm/personalr changes6 to 8/hourair movement

25 to 40 tomavoid floor drafts

49

8 Napping/RestingPreschool children at a day care center formore than a half day need a nap. Napping oncots or mats usually takes place in theclassroom because the small group andfamiliar surroundings create a calmeratmosphere. Space should be large enough toaccommodate the cots or mats with anappropriate distance between them. Tables,chairs, and other furniture and equipment willprobably have to be moved to one side orstacked in order to provide the necessaryspace. If napping takes place in the playroom,storage space must be provided for the cotsor pads.A few preschool facilities continue the luxuryof a separate nap room because it makes lesswork for the staff and provides a fastertransition, although this is usually consideredan extravagant use of valuable space. Nappingmay also take place in the multi-purpose roomif a separate space, excluding the classroom,is needed.activities:

restingsleeping

grouping:large (total class)

atmosphere:passive, calm, quiet. Intimate

color schemacool color range

pastels for large surfaces (walls, floor,ceiling)primaries for accents, trim, and emphasis

interior surfaces:floor

soft, inviting to lie uponcomfortablecarpet is recommended

wallsshould be sound absorptiveceiling

sound absorbent

50

space configuration:size

min. 15 sq. ft./child 225 total sq. ft.max 20 sq. ft./child 300 total sq. ft.

low ceiling may be used to create quietrelaxed atmosphere

relationships:desirable to

multipurposebathroommedical/first aid

storageteacher

undesirable tototal group acrvitymusic

indoor recreationinfant carestaff loungekitchendining

mechanicalexecutive directoreducational directorsecretaryconference/board

furniture/equipment:cots or matsrecord player (optional)

lighting:quantity30 ft. candles/generalrheostat control to dim or turn out artificiallight sourcesscreen or shield natural light sources

51

acoustics:need soft sound environmentsound insulation from other spacesacoustical privacytreatment of floor, wall and ceiling isrecommended

climate control:temperature72° to 78°humidity

30% to 50%outside air

0.5 to 0.8 cfm/sq. ft.15 to 30 cfm/person

air changes8 to 8/hour

air movement25 to 40 fpmavoid floor drafts

9 MusicA fully developed music room Is not consideredessential to the preschool program. To createan optimal environment for the children'sexposure to music, the main activity space ofthe classroom may be utilized. Themultipurpose room can also be used as a musicroom when a separate room is not deemedfeasible.

If a separate music room Is provided, it shouldbe accessible from the classrooms yet notImmediately adjacent to them. Because of theexpected sound and possible distraction, theroom should be planned to include properacoustics and high ceilings and spatialseparation. Uniformity of sound throughout theroom Is necessary so that the children canbenefit equally from their experiences withlistening to music, creating and discovering newsounds, etc.

Provisions should be made for location of audioequipment with electrical outlets spacedconveniently throughout the room.

activities:liste Ing to musicdancingsingingrhythm band

grouPinCis:large (10-15 children)

atmosphere:active, lively, cheerful

color scheme:warm color range

warm pastels for large surfaces (walls.floor, celfing)warm primaries for accents, trim, andemphasis

interior surfaces:floorflat/resilient

comfortable and Inviting to sit uponshould contribute to sound control tryeliminating scuffling of feet, chairs, andhigh pitched noisesif carpet is not used an area rug wouldbe desirable

wallsreflection and absorption of soundeasily maintained/cleanedwindows not required

ceilingsound distribution

light reflective

space configurstion:size

min. 30 sq. ft./child 300 total sq. ft.max. 50 sq. ft/child 500 total sq. ft.

high ceiling Is required

relationships:necessary to

observationstorage

desirable tototal group activityindoor recreationbathroommaintenance

undesirable tonapping/resting

staff loungemechanical

executive directoreducational directorsecretaryconference/board

furniture/equipment:chairsmusical Instrumentspianorecord Weyerclosed shelf storage

119htiff9:quantity

30 ft. candies/general50 ft. candies/detail

overall uniform illuminationshielded Incandescent lamps arerecommendedif fluorescent lighting is used considerremote mounted ballasts

52

*

acoustics:acoustical privacyextraneous noise should be minimizedsound insulation from outside sourcesavoid vaulted or domed ceilings

climate control:temperature

72* to 78°humidity

30% to 50%outside air0.5 to 0.8 cfm/sq. ft.

15 to 30 cfm/personair changes8 to 8/hourair movement

25 to 40 fpmavoid floor drafts

51

10 Indoor Recreation

Th Is space is utilized primarily for active indoorplay, but it can also be used for special eventssuch as Christmas parties, movies, puppetshows, etc. As recreational activities are of anoisy nature, special consideration should begiven so as not to disturb adjoining spaces.Furniture and equipment should be appropriateto the development of physical dexterity,coordination and motor skills. This space, ifused for indoor play exclusively, can be tailoredto fit the needs of the children. An example ofthis is 'Ihe Magruder Environmental TherapyComplex", an adaptive playground for physicallydisabled children. (127) Children whose growthexperienc is have been normal and those whohave been restricted by mental, emotional orcultural limitations can also benefit from thistype of specialized play area.

Usuaify the indoor recreational space is multi-functional supporting other activities such asdining, music, dancing, and communitymeetings. If it is scheduled for a variety ofactivities, it should have the characteristics ofthe "multi-purpose space." If this space is usedfor community functions, it should beaccessible to the exterior or entrance lobbyand should have accessible toilet facilities.activities:

wheeled toyswalking, running, crawlingclimbingjumping, bouncingball playing

small (2-5 children)large (6-15 children)larger groups for special events

atmosphere:active, cheerful, stimulating

color scheme:warm color rangewarm pastels for ;erg:a surface areaswarm primaries for accents

interior surfaces:floor

easily maintained/cleanedresilientsound absorptivenon-skid

wallseasily maintained/cleanedlight reflectiveall corners rounded for safety

ceilingslight reflective

sound absorbent

52

space configuration:size

min. 100 sq. ft./child 1500 total sq. ft.max. 150 sq. ft./child 2250 total sq. ft.

a high ceilif.; is recommended for acousticalreasons and also to encourage exuberanceand freedom of child's play

relationships:necessary to

bathroommaintenancestorage

desirable tototal group activity

arts/crafts centerhousekeeping/dramatic play center

nature study/science centerbook centerblock centermuSICoutdoor recreationmechanical

undesirable tonapping/resting

infant carestaff loungematerial preparationkitchen

health personnelpsychologist

speech therapistsocial worker

parentsvolunteer auxiliary

lobbyreceptionistexecutive directoreducational directorteacherssecretaryconference/board

furnitt. 12 equipment:stairsslopesslidestunnelsbalancing boardsbouncing boardsclimbing towersrope laddertoysaudio-visualopen shelf storageclosed shelf storage

53

lighting:quantity30 ft. candles/general50 It. candles/detailuniform illuminationwarm white shielded fluorescent lampsrheostat control for use of audio-visualequipment

acoustics:acoustical treatment of floor and ceilingis recommendedelimination of s4und reverberation withinspaceacoustical separation from adjoining spaces

climate control:temperature68' to 72°humidity30% to 50%outside air0.3 to 0.8 cfm/sq. ft.30 to 40 cfm/personair changes

6 to 8 per hourair movement25 to 40 fpmmore fresh air is needed for removal of bodyodors due to high physical activitiesavoid floor drafts

11 MultipurposeSome believe tt.-.at a multipurpose room is reallya no purpose room: others that it is a real assetlo a center. Wha. turns cut to be depends onthe care with which it is planned.

The functions of this area are deptndent uponthe type of program offured, the number ofchildren served, and the extent of other specialspaces located in the facility. The space Isprobably most beneficial to small preschoolfacilities. The multipurpose room can providespace for group activities such as music,dancing, indoor play, dining. ard community/parent meeting.

The location of this room depends upon thepurposes for which it will be used. It should beadjacent to the kitchen if used as dining andnear the lobby if used for parent/communityactivities. Storage room(s) and toilet facilitiesshould be immediately accessible to themultipurpose room. These storage facilitiesmust proviee for a variety of equipment andfurniture that will be used at various timeperiods. In addition, if the room is to be usedfor indoor play and/or parent communityfunctions, It should be directly accessible fromthe outdoors.

activities:diningparent/community meetingsschool-day group activities: music, etc.indoor play

grouPings:these are dependent upon the types ofactivities for which the space will be utilizedas related to the preschool program

atmosphereactive, cheerfiA, stimulating

color scheme:warm color rangewarm pastels for large surface areas

(floor, wall, and ceiling)warm primaries for accents

interior surfaces:flooreasily maintained/cleaned

resilientsmoothmoisture proof

sound absorbent to eliminate scrapingsounds of tables, etc.

walls:easily maintained/cleanedmoisture proof

light reflectivewalls should be designed to serve asworking surfacesall corners rounded for safety

ceiling:light reflectivesound absorptive

space configuration:size

min. 50 sq. ft./child 1000 total sq. ILmax 100 sq. ft/child 1500 total sq. ft.

relatIonshIps:necessary to

bathroomstorage

desirable tototal group activitynapping/restingobservationinfant careoutdoor recreationkitchendiningparentmaintenance

undesirable tostaff loungemedical/first aidmechanicalexecutive directoreducational directorsecretaryconference/board

furniture/equipment:chairstablesplay equipmentbulletin boardchalk boardaudio and visual equipmentmusical equipmentinstructional aidsopen shelf storage

40 closed shelf storage

lighting:quantity30 ft. candles/general

50 ft. candles/detailuniform illuminationwarm white shielded fluorescent lamps(especially in dining area)rheostat control

F;(1

acoustics:acoustical treatment of floor and ceiling isrecommendedelimination of sound interferencesound produced within the space should notbe allowed to disturb persons In other areas

climate confrol:temperature72° to 78°humidity30% to 50%outside air0.5 to 0.8 cfm/sq. ft.

15 to 30 cfm/personair changes6 to 8/hourair movement

25 to 40 fpmavoid floor drafts

53

12 ObservationThe observation room is a separate spaceproviding a means for observing childrenactivity spaces without being seen.

This room is used mostly in facilities which areuniversity oriented, where teacher-training isof major concern.The observation room should be contiguous tothe areas to be observed, e.g. classroOm/playrooms, intereSt center, psychological testingrooms. It should be accessible directly from thecorridor to allow unnoticeable entrance andshould be located as to be able te view 80%a adjoining space with a good line of sight.One way glass is recommended because ofvisual requirements. Closed circuit televisioncan be used for unaCcossible areas.

Audio requirements suggest a sound controlledroom so as to not distract children or teacher.The use of the intercom system or microphonesand earphones provide a means for listening tothe observed activity.The observation room should be inviting andinformal. Table or shelve Waco for sitting endwriting should be provided for recordingobservations. It may be used for a limitedamount of storage.

activities:observationconsultationmeetings

grovelegs:appropriate to the group it will serve

atmospherepassive, quiet, intimate setting

color scheme:cool rangedeeper hues are recommended to helpdarken room for prevention of "see-throughimage" reversal

interior surfaces:floors, walls, ceiling are to be acousticallytreatedcarpet recommended on floor

$4

space configuration:Size

min. CO total sq. ft.max. 100 total sc. ft.

low ceiling is recommendedform depending on requirements for propervisual coverage and sight lines

relationships:total group activity

arts/crafts centerhousekeeping/dramatic play center

nature study/science centerbook centerblock centertutoring/quietmusicpsychologist

desirable tomultipurpose

Infantdining

undesirable tostaff loungematerial preparationkitchenmedical/first aidparent

volunter auxiliarymechanicalmaintenancestorage

lobbyreceptionistexecutive directoreducational directorsecretaryconference/board

furniture/equipment:table or writing shetveschairsaudio equipment (intercom/microphones,earphones)limited storage

lighting:quantity2 ft. c./general20 ft. cidetaHdirect detailed lighting is needed forrecordingobservations tight sources should be closeto writing surfaceincandescent lamps are rerommended

5 5

acoustim:sound insulationspeck' attention to prevent transmission ofsound from observation room to adjoiningroomdoors, air registers, back-to-back electricalreceptacles are sound transmitters.

climate control:temperature72° to 78°tumidity30% to 50%Outside air

0.5 to 0.8 cfm/sq. ft.15 to 30 cfm/personair changes8 to ilfhourair movement

25 to 40 fpmavoid floor drafts

13 Bathroom

In addition to its primary funCtion, Mit toiletroom provides a space for training in toilethabits to develop sell-help grooming and selfreliance. This space should be directlyaccessible to the teacher and the children.The toilet areas should be scattered throughoutthe facility, one bathroom for each classroomrather than centrally located. They should beaccessible from the outdoor and indoor playareas, as well as the classroom.

One water closet and one wash bnsin Isrecommended per 8 to 10 children. This spaceshould provide enough room for one teacherand 3 to 4 children at one time. Separatetoilet rooms, boys and girls, are not necessaryfor preschool children. A bathtub or showerIn centers sening underprivileged children ishighly desirable. There should be mirrorsplaced al child height, and adequate storagefor supplies, clothing. towels. and so forth.

Fixtures and furnishings should be scaled tothe children's height with special attentionbeing given to efficient manipulatim of fixturehardware by the children.In a converted building where some adult-sizetoilets and washbowls must be used bychildren, low steps or platforms should beplaced In front so that the children can reachthem.

activities:dressingpersonal hygienetoilet educationgrooming

individue.small 12 to 5 childret)

atmosphere:passive. quiet, relaxed

color scheme:cool color range

pastels for large surfaces (walls, floor.ceiling)primaries for accents, trim, and emphasis

.4.0.1M, 7,1 .

interior surfaces:floor

easily maintained/cleanednon-slipdurable

resilient fluor surfacing such as vinyl andasbestos tile is recommendedwalls

moisture proofeasily maintained/cleanedwashablelight reflectiveall corners rounded for safety

ceilinghigh humidity considerations

moisture prooflight reflective

space configuration:size

min. 50 total Sq. ft.max. 100 total sq. ft.

relaeonships:necessary tototal group activity

indoor recreationmultipurposeinfant caredininglobby

desirable toarts/crafts centerhousekeeping/dramatic play centernature study/science centerbook centerblock centertutoring/quiet

napping/restingmusicnutdoor recreationstaff loungemedical/first aidparent communityvolunteer auxiliary room

furniture/equipment:water closetwash basinbath tubmirrorclosed shelf storagecloe!ed children's personal storagechairwall heater

fighting:quantity

30 it. candles/generalshielded incandescent lamps arerecommended for overall uniform illuminationspecial lighting, consideration in groomingareas

56

acoustics:same consideration as typical residentialbath facilities

climate control:air changes

12 to 20 per houroutsIde air

2 cfm/sq. ft. minimumhumidity30% to 50%air movement

25 to 40 tomavoid floor draftswarm temperatures should be maintained toprevent chilling if this space is used forbathingexhaust fan to remove high moisture contentand odors

55

14 Infant CareAn increasing number of infants will be caredfor In day care centers In the future. For thisreason, the Inclusion of an Infant care areashould be considered even if Infant care Is notalr2ady a part of the program.

The area provided for Infants should beseparate from that for older children andoperable as a self contained unit. It should beoriented for natural daylighting at certaintimes during the day. Its atmosphere andfurnishings should encourage mothering by thestaff and stimulate curiosity and activity on thepan of the babies and toddlers. It should bewell ventilated, but not drafty, and subject togood climate contra All materials should beeasily cleaned/washable.

The size of this area is dependent upon thenumber of Infants to be cared for. Itsarrangement should provide for three differentkinds of activities: the activities of the babiesand toddlers, food services, and the bathingand diaper routine.While baby beds may appear to dominate thearea, the room should be of sufficient size tohoid several pieces of home type furniture, e.g.,a rocking chains) and an upholstered chains).and provide sufficient floor space for crawlingand walking practice. A play pen(s) is alsodesirable. Babies need to see the world from asmany vantage points as possible: sittingpropped In chairs, maneuvering on the floor.tying in various positions on their beds. Thingsto look at and reach for need to be around.Music and talk programs on radio and TV canbe stimulating. A table or counter of convenientadult height for changing diapers, dressing sndbathing should be located adjacent to plumbingfacilities. Plumbing facilities consist of a toiletor flushing device and a sink of the proper areaand depth for bathing infants and very youngchildren. Diaper supply shelves and diaperdisposal containers should be within arm'sreach. Also within arm's reach should benecessary bathing and dressing supplies.Ample storage space should be provided forbedding and for the individualized storage ofpersonal clothing.

The food preparation and storage area is in aseparate adjoining space. Equipment consistsof a stove or warming equipment, refrigerator,and washing and sterilizing equipment.

activities:sleepingfloor playplaying In play pensbathing

56

changing diaperspreparing food and feeding Infantsrocking

groufgries:individualsmall (2-5 children: toddlers mai be put Insmall groups but their play activities areIncfividuallstic)

atmosphere:active, bright, theerful

color scheme:warm color rangewarm pastels for large areas (floor, walls,

and ceiling)warm primaries for accents, trim, andemphasis

inferior surfaces:floorflat

resilientwarm and comfortable to the touch

non-stipeasily maintained/cleanedwashable

rug would be desirablewalls

easily maintained/cleanedwashableall corners rounded for safety

ceilingsound absorbent

space configuration:size

min. 35 sq. ft./infantmax. 50 sq. ft./infant

sleeping area should be separated from playarea

relationships:necessary to

bathroomkitchen

storageteacher

desirable tomulipurposeobservation

outdoor recreationdiningmedical/first aidhealth personnelmaintenance

undesirable tototal group activityarts/crafts center

housekeeping/dramatic play centerbook centerblock centertutoring/quiet

57

napping/restingindoor recreation

staff loungematerial preparation

--parentvolunteer auxiliary

mechanicalreceptionistexecutive director

educational director--secretary

conference/bcard

furniture/equipmenttoilet, water closet, and sinkwasher and dryerclosed shelf storagebaby bedsplay penscomfortable chairsrocking chairsdiaper pailinfant toysradio and record playerrefrigerationstove or warming equipmentsterilizing equipment

lighting:quantity30 ft. candles/general50 ft. candies/detailshielded incandescent lampsnatural lighting is recommendedrheostat control for reducing lighting leveland darkening spacewindows are recommended to provide visuallink to the outdoors

acoustics:sound insulation from other spacesacoustical privacyacoustical treatment of ceiling isrecommendedavoid vaulted or domed ceilings

climate control:temperature

72' to 78°humidity30% to 50%outside air

0.5 to 0.8 cfm/sq. ft.15 to 30 cfm/persan

air changes8 to 8/hour

air movement25 to 40 fpm

avoid floor draftsventilation of diaper change area and infantfood preparation spaceseparate climate control system may bewarranted for this area

15 Outdoor Recreation

In the past the site and the outdoor play areashave not been thoroughly Integrated into thepreschool learning environment. Major concernhas been with the building and its interiorspaces. Educators have usually been morointerested in the durability of standardequipment than in tho creation of anenvironment conducive to child play andlearning. However, creative playgroundconcepts were initiated during the 1940's, andimportant principles have been developed andrefined during the past dec:rdo. The followingmaterial is intended to Illustrate theseprinciples as they apply to tho preschool oftoday.

Dattner, (128) in Design for Play, reveals thatalthough work and play are in reality complexoverlapping terms, the two activities are mostoften thought of as opposites. Adult play ismost simply described as freely chosonrecreation in which one participates to refreshthe senses during the nonworking hours.Dattner indicates that in work we are interestedin the results, while "It la the process of play,not the product, that gives us satisfaction.(128:9) He believes that the creative play ofchildren bears close resemblance to thecreative endeavors of artists and scientistsbecause mastering new activities and processesare very important rewards to both groups,while their completed projects are lessmeaningful to them.

Many studies reveal that play is an importantway in which children gain knowledge andinsight. To 'achieve these gains Ledermann andTrachsel believe that children need flexible playItems which stimulate their imagination bysuggesting a variety of approaches to theiruse. (130:10) During the preschool yearschildren are interested In exploring theirenvironment and in finding out how they canmanipulate it. They like to create and to build.They also enjoy fantasy and project themselvesinto the roles of parents, animals, and evenobjects. They are also learning to play ingroups and participate in various games whichrequtre a give and take relationship with otherchildren. They require play equipment whichencourages creative growth.

The outdoor area and playgrounds for thepreschool facility should be an expansion ofthe classroom by providing an atmosphere forwell rounded mental and physical development.The area should provide security for the child,but It should also provide imaginative featuresthat promote self-realization, independenceand cooperation. In addition to the outdoor playarea, a covered area for use during inclementweather is very desirable.

Ideally, there should be direct access to theplay areas from all classrooms. Functionalspaces should be provided for certain activitiesrather than large open spaces whch encourageoverlapping and perhaps conflicting activities.When play areas are used by older childrenas well as those In the preschool, the areasshould be separated by fences of naturalmaterials. Such traditional equipment as swings,correctly designed, are welcome, but majoremphasis should be placed on providing morecreative and imaginative items.

58

design considerations:

1. The outdoor play area should not be sosmall that It is crowded nor so large that itcannot be properly managed. The sizerecommendations are 200 to 300 sq. ft./child. No more than two classes of 15children each should use space at any onetime.

2. Advantage should be taken of sitecharacteristics such as variable groundlevels, trees, earth mounds, areas of sunand shade, etc.

3. An adequate drainage system should beprovided so that play areas dry rapidly.

4. A variety of play surfaces: soft grass, sandand dirt, and hard surfaces, are advisable.

5. The play area should provide an extensiverange of features and materials thatchildren may utilize to devebp a morecomplete awareness of the world: objectswith a variety of weights, colors, textures,shapes and sounds.

6. Specific areas for sand boxes, aandmounds, and water play are desirable.These areas sh 'Arid be separated from thetraffic lanes of tvheeled equipment.

7. Certain areas should be relativelyunstructured so that children can usematerials to develop their own environment.

8. Natural materials of a general form shouldbe utilized when possible rather thandetailed, artificial, and highly mechanicalequipment.

9. Imaginative play equipment should beprovided: wendy houses, large boxes, andother materials which can be used for.construction.

10. A space for growing plants is desirable andshould be in a protected sunny part of theplay yard.

11. Equipment for climbing, swinging andbalancing should consist of simplematerials, e.g., wood beams and old tires.

12. A fence should be provided around theentire outdoor area, and boundaries shouldbe provided between the various functionalspaces.

13. An outdoor shed should be provided forstorage of portable equipment if notprovided as a part of the main building.

14. A drinking fountain and convenient waterfaucets are recommended.

15. Special attention should be given to safetyfactors.

design examples:

The following playgrounds, generally acclaimedas excellent examples of outdoor recreationspaces, are presented here in order to Illustratethe above design considerations.

57

Playground for small children at the"Helligfeld" housing estate, Zurich-Holllgfe d,Switzerland.

Designed by tho Municipal Building Dopartmontat Zurich (Alfred Trachsol) in collaboration withtho Pro Juvontuto Foundation, Zurich,

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1. Site plan: hard surface (1), sandpit (2),paddling pool (3), belt of sand with climbingtrees and swings (4). train of concrete ducts (5).tubular climbing arch (6), railway station ofconcrete ducts (7). aeroplane of tree trunks (8),wendy houses (9), slide (10), toilets (11), hillwith pergola-like pavilion (12).2. The playground from the south. In the centeris the hard-surface area for street games. Onthe left the belt of sand with equipment. In thebackground paddling pool and sandpit.3. The train consists of simple concreteelements.4. The aeroplane Is made of tree trunks.5. Climbing tree for games requiring courage.In the background is the slide.6. The paddling pool consists of brightlycolored concrete basins of different heights.The water level is 4 inches in each basin.

58

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"Sonnengarten" playground at theZurict-Triemil housing estate, Switzerland

Designed by Alfred Trachsel. Zurich, incollaboration with the Pro JuventutoFoundation. Zurich

1

1. Site plan: hard surface with pavilion (1).small paddling pool (2), slide situated on theslope (3). disused lorry (4), concrete drum inupright position (5), sand heap on extensivesand area (6), concrete ducts (7-10), climbingtree (11), see-saw (12), climbing tower (13),aeroplane of tree trunks (14), concreteelements forming the bank of the slope (15).2. The playground from the south-east. In theforeground is the sand area, with the hardsurface and the pavilion behind. Quite simpleelements such as concrete drums on angularcastings and tree trunks form the playequipment.3. Concrete ducts for crawling and climbing.4. This cart with a barrel is especially popularbecause the children can crawl into the barrelthrough a small opening.5. The south-east corner of the playground.6. A spring which is lined with stones has beenmade into a smali paddling pool.

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59

Adventure playground In Central Park,New York City

Designed by Richard Dattnor. Now York

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1. Site plan: splashing pool (1), climbingpyramid (2), water channel (3), boat (4),climbing structures (5), amphitheatre (6), treehouses (7), tree "pit" (8), castle (9), ..somParl

"strongher with tower (10), hillin-ahill 01),tunnel (12), slide (13), wading pool (14), .entrance (15), pump house (16).2. General view of the northern half of theplayground with its water area.3. Climbing pyramid and slide of wood planks.4. The hill-In-a-hill. ve:5. Castle and stronghold with tower. 5

60 el

110

Vest Pocket Park, Quincy Street, Bedford-Stuyvesant Area of Brooklyn, New York

Designed by M. Paul Friedberg and Associates.Now York

1-3. Very simple building materials, such astimbers and metal piping, were used to makesand boxes, things for sitting-on and climbing,swings, see-saws.

Simple playground equipment

4-6. These illustrations show how play elementscan be created at comparatively small costs,and because of their simplicity, leave thegreatest scope for a child's imagination.

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61

Ancillary Area

The space necessary for ancillary services isdependent on the breadth of the servicesoffered to children and parents and will varywidely from one center to aouthnr.

In considering the spatial layout of ancillaryspaces it is convenient tO classify them undersix headings based on the naturo of theservices offered. The more direct Ihis service isto the children, the more desirable it is thatthose spaces be close to the education/training area.

Professionalpsychologistspeech therapistsocial worker

Healthpersonnelmedical/flrst aid

Foodkitchendining

Staffloungematerial preparationstudent/university affiliated

Communityparentvolunteer auxiliary

Buildingmechanicalmaintenancestorage

62

Staff

Even a small day care center needs a privateroom where the staff can relax. In addition toneeded relaxation, the informal conferences,information exchange and planning sessionswhich spontaneously take place when staff gettogethsr can make a valuable contributionto the program.

16 Staff Lounge 17 Material Preparationthis room should have a relaxed, comfortableatmosphere. It should contain an area for coffeemaking und, In some cases where there is nokitchen, should provide for simple foodpreparation. A small prefabricated kitchen unitbehind closed doors is a good answer to thefood preparation problem. The lounges shouldhave shelves for professional books andperiodicals. A bathroom should adjoin orbe nearby.

The lounge should be apart from the otherareas of the building, but not to such an extentthat it is isolated.

space configuration:size

min. 150 total sq. ft.max. 200 total sq. ft.

furniture/equipment:sofa and/or 3 to 5 lounge chairslow tables for magazines, etc.coffee-snack counterwork tablepersonal storageopen shelf storagetelephone

environment:restful and quiet atmospherecheerful and attractive decor that relates tothe administrative officessound produced within the space should notbe allowed to disturb persons In other areas16 to 30 ft. c. of uniform incandescent lightingare recommended fnr general and detailedwork respectively.good ventilation and climate control isheeded

Tho material preparation area should beconvenient to the teaching area and the lounge.Working surface should be ample for the useof the duplicating machine and for makingposters and other kinds of instructional material.A typewriter is an asset. There should beample space for the storage of supplies andportable teaching alds. Its arrangementshould encourage order.

space configuration:size

min. 90 total sq. R.max. 120 total sq. ft.

furniture/equipment:work table for material preparationsinkclosed shelf storagechairsduplicating equipmenttypewriter

environment:quiet and efficient atmospheresound produced within the space should notbe allowed to disturb persons in other areaa50 to 100 ft. c. of uniform incandescentlighting aro recommended for general anddetailed work respectivelygood ventilation and climate control isneeded

Those preschool facilities affiliated with auniversity may provide a separate space foruse by student teachers and similar personnel.If this is considered desirable the requirementswould be identical to those of the staff loungeand material preparation space.

1

63 1

Food

Any center which offers full day care mustprepare and serve at least one hot meal. Forthis a kitchen is necessary. For a preschoolfacility a snack bar may be adequate unlessthe center is to be used for othor activities inwhich food preparation is involved. However,the inclusion of a kitchen should beconsidered for any type center because itallows future broadening of the scope of theprogram without expensive additions.

The educational value for preschool children oftaking part in kitchen activities should not beoverlooked. This is especially true for childrenwhose home exposure to food preparation maybe very limited. The varieties of foods theirdifferent colors, shapes, textures, smells andtastes provide excellent sensory anddiscriminatory experiences.

64

18 KitchenThe kitchen is usually placed apart from otherareas and connected with them only throughthe dining space. The kitchen space differs inonly a few particulars from the ordinary homekitchen. It should include a large pantry andfreezer (for a week or two weeks supply), sothat economical quantity purchases can bemade and stored. A home type kitchen range,refrigerator, double sink and garbage disposalare adequate unless meals are being preparedfor over a hundred children. Two home typodish washers make it possible for time to beused more economically by kitchen help. Theday care kitchen needs only limited storagespace in the form of the standard kitchencabinets.

The kitchen should have a separate serviceentrance with the pantry and freezer locatednear by. A covered outdoor container forgarbage cans should be located convenientlyto the service door, but made as inconspicuousas possible. A washroom should be convenientto the kitchen.

in a large center where a cook or dietitianplans the meals and does the ordering, a smallplanning area is desirable. This may consistof a desk with filing drawers.

space configurations:size

min. 150 total sq. ft.max. 300 total sq. ft.

furniture/equipment:2 dishwashersdouble sink with greater depth in one sidefood preparation counter

a large storage pantrydeep freezeresidential type refrigeratorresidential type stove and food warmerutensil storagefood carts

environment:cheerful and efficient atmosphereroom materials should be washable: easilycleaned and maintainedspecial attention should be given toventilation: control of odor and dust50 to 70 It. c. of uniform incandescent orwarm white fluorescent lighting arerecommendod for general and detailedwork respectivelyclimate control should permit lower thanaverage temperatures (65° to 70°), especiallyduring food preparatign time

65

19 DiningThe dining aroa should adjoin the kitchen. Itis very convenient to have a low counterpass-thru between the kitchen and dining area.The older children can receive and return theirplates to this window. A convenient source ofdrinking water should be available in thedining area.

A separate dining area is desirable, but sinceit is used for a limited period of time. It is oftenconsidered an extravagant use of space. About20 square feot is needed for each child.Because of noise and confusion, It is notadvisable for large groups of children (probablyover 30, although It depends upon their ageand other conditions) to oat at the same time,so that the dining room would not have to seatall the children simultaneously,

Alternate solutions to the separate dining areaare the multipurpose room and eating in !heclassroom. Each solution to the problems ofwhere the children are to eat has assets anddrawbacks. The final solution is determined bythe weighing of personal considerations andthe adoption of !he best answer for theindividual facility.space configuration:

size-- min. 900 total sq. ft.

max. 1200 total sq. ft.

furnIture/equIpment:appropriately scaled tables and chairs foradults and childrenhigh chairs for infants

environment:cheerful atmospheresensitive blending of colors that relate to thedining functioneasily maintained and cleanable wall andfloor materialsacoustical treatment of ceiling and walls isrequired15 to 30 ft. c. of uniform incandescent orwarm white fluorescent lighting arerecommended to complement correct foodand warm color tonesgood ventilation and climate control isneeded

Health

This area has two functions: one, it providesoffice, examination, and treatment space formedical and dental personnel associated withtho program; two, it provides space for theroutine health care and first aid which are partof pre-sthool programs.

20 Medical/First Ald

It is possible to be more definitive concerningthe first aid space. This space consists of theexamination area, first aid room, a toilet andlavatory, and a semi-secluded area wherechildren who have become ill can He down,Isolated from others. The space will also needa desk for the nurse or attendant, andhealth record storage.

In addition to first aid and routine healthinspections, screening for auditory or visualdefects may be part of the health program.Ample storage space should be provided fornecessary equipment and supplies. It isespecially important that first aid supplies beclose to a convenient water supply.

This space should be convenient to thoeducation/training area, but not in a hightraffic area.

space configuration:size

min. 80 total sq. ft.max. 100 total sq. ft.

bathroom not included in the figure

furniture/equipment:screen(s) or partition(s)equipment and supply storagetablescaleswork counter and sinkelectrical and telephone outletstoilet and lavatory (a shower is also desirable)1 bed or cottackboard and display space on wallsauditory and visual screening equipmentdesk and files

environment:atmosphere should be quiet and free fromdistracting eiementathe space should suggest a cheerful,healthy, atmospherethe furnishings should hot suggest a hospitalenvironment50 to 100 ft. c. of uniform incandescentlighting are recommended for general anddetailed work respectivelyrheostat control is required for eyeexamination spacegood ventilation and climate control

66

21 Health Personnel

The extent to which space for medical anddental personnel is required varies widely withthe orientation of the program. For this reasonthe size and layout of this area is a highlyindividualized problem and should be plannedIn consultation with the professional personnelwho will be using it. If extensive use is made ofa nurse, pediatrician, or dentist, space isneeded for dosk, filing and storage.

space configuration:size

min. 50 sq. ft./medical attendantmax. 80 sq. ft./medical attendant

furniture/equipmentoffice desks according to personnelequipment storage and filesoffice chairs and seating for visitorstackboard and display spaceappropriate equipment which may includeauditory and visual screening equipment

environment:atmosphere should be quiet and efficientdecor and furnishings should reflect the roleof the occupant as well as relate to the otheradministrative offices50 to 100 ft. c. of uniform incandescentlighting are recommended for general anddetailed work respectivelygood ventilation and climate control

65

Professional

22 PsychologistThe psychologist can make a valuablecontribution in working toward the behaviormodification of the children in the classroomsituation and in working with parents towarda greater understanding of their child'sbehavior at home. He can make suggestionsfor appropriate discipline, training, andstimulation of the retarded child, and help theparents toward understanding and workingwith theit own feelings and frustrations.

An ideal arrangement for this area consists oftwo rooms with an observation windowbetween. One room is for the testing of childrenand the other for observation, conferences, andpaper work. If only one room is possible, Itshould be large enough to have separate areasallotted to testing and other working so that Itwill not be necessary to rearrange the officefor a change In activities. The area shouldinclude ample closed storage space for testequipment and supplies and shelves for books.It should be close to a bathroom. If thepsychologist works directly with the children,the office should have easy access to theeducation/tralning area, but it should also beeasily approached from the outside.

apace configuration:size

mln. 200 total sq. ft.max. 250 total sq. ft.

this Includes a space for testing

furniture/equipmentoffice desk3 to 4 adult chairslow table for testing1 to 2 chairs for childrentackboardfile or desk fileaudio equipment if needed with observationof testing In adjoining roomclosed circuit TV may be used in certainsituations Instead of a one-way glass windowclosed shelf storage

environment:atmosphere should be quiet and efficienttesting area should be free of distractingelementsdecor should relate to other administrative

'offices60 to 100 ft. c. of uniform Incandescentlighting are recommended for general anddetailed work respectively.good ventilation and climate control

66

23 Speech TherapistA speech therapist works to stimulate thedevelopment of language skills In children. Shemay work with the children Individually or in asmall group. The kind and amount ofequipment needed will depend on thecharacteristics of the children involved. Thetherapist will also have consultations withparents and other staff members.

This space should be readily accessible fromthe education/training area and also convenientto the pubilc entrance. It is important that it bequiet either by acoustical control or because ofIts location. It should be provided with closedstorage for equipment and supplies.

Like the space assigned to the psychologist,that assigned to the speech therapist would bemore efficient If it consisted of two rooms. Thlswould be particularly appropriate if the speechtherapist wore a full time staff member.

space configuration:size

mln. 200 total sq. ft.max. 250 total sq. ft.

this Includes space for testingfurniture/equipment:

desk and chairlarge low table2 to 3 adult chairs5 small chairs for childrenlarge mirrortape recorder, language master, ear phonesand otherfile or desk filemany electric outletsclosed shelf storage

environment:atmosphere should be quiet and efficienta sound and acoustical control is neededdecor should relate to other administrativeoffices30 to 60 ft. c. of Incandescent lighting arerecommeoded for general and detailedwork respectivelygood ventilation and climate control

24 Social WorkerA full time or part time social worker will, as arule, have more contact with parents and staffmembers than she will with the children. Shemay conduct the initial intake interview withthe parents and be consulted about family orchild care problems. For this reason, her officeshould be reached easily from the publicentrance while its proximity to the education/training area is relatively unimportant.

The office does not usually have any specialrequirements similar to those of thepsychologist or speech therapist. However, oneconsideration is worth thinking about theoffice should contain a small play area forchildren who often must accompany parents toInterviews. The office should containcomfortable chairs and provide privacy forInterviews.

space configuration:size

min. 100 total sq. ft.max. 160 total sq. ft.

furniture/eqUipment:desk and chairbook storage2-3 chairs for adults and childrenfile or desk file

nvironment:warm, friendly, and relaxed atmospherecheerful and attractive decor should relateto other administrative offices50 to 100 ft. c. of uniform Incandescentlighting are recommended for general anddetailed work respectivelyacoustical privacygood climate control

Community

25 Parent

Communication with parents is an importantaspect of a day care program. Part of thiscommunication may be through parentmeetings. It is Important for a day care centerto have an area large enough to contain aparents meeting, or any other meetings.

This area may be a separate room (seeconference/board room under"Administrative Area") or It may be one of thefunctions of the multipurpose rooms (seemultipurpose room under "Education/Training Areas").

Whatever its designation, the meeting roomshould provide comfortable seating and befurnished so that audio-visual presentationsas well as group discussions and lecturesare possible.

The meeting space should be easily approachedfrom the public entrance to the building andshould have convenient access to kitchenand bathroom.

space configuration:sizemin. 150 total sq. ft.max. 200 total sq. ft.

furniture/equipment:comfortable chairsconference-type tablewall display space and/or chalkboardsaudio-visual equipment including viewingscreennumerous electrical outlets are importantopen shelf storage

environment:warm, friendly, and relaxed atmospherecheerful and attractive decor relating to theadministrative officesacoustical treatment is recommended30 to 50 ft. c. of uniform Incandescentlighting are recommended for goneral anddetailed work respectivelygood ventilation and climate control isneeded

26 Voluntary AuxiliaryA separate space for volunteer workers may bedesirable in large preschool facility, but inmost centers the parent room or other similarspaces will also be used by the volunteerauxiliary. If a space Is provided it should haveidentical requirements as the parent room.

67

Building

27 MechanicalIt it; difficult to recommend specific mechanicalequipment because of the unknown factorsinvolved such as the preschool location, climateand cost considerations. The equipmentselected, however, should perform to thepreschool needs and requirements that havebeen established in this publication.Approximately one square foot of mechanicalspace per 15 square feet of total preschoolspace Is recommended. In a large facility thismechanical area may be centrally located, forefficient performance assuming that properconsideration is given to the overallenvironmental requirements. A small 1 or 2classroom unit may have the mechanical spacelocated away from the facility to preventunwanted disturbances. Special considerationsfor sound insulation, convenient screening, andlocation for efficient performance are warranted.

68

28 MaintenanceProvision for the convenience and efficiency ofthe caretaking staff is often forgotten in theplanning of buildings. Maintenance spaceshould be carefully planned in relation to themaintenance services which will be requiredin the different activity areas. Even facilitieswhich intend to use commercial maintenancefirms need to provide janitor closets and spacefor the storage of maintenance supplies. Eachchild activity area should contain the necessarysupplies for a quick clean up.

In addition to the storage of cleaning suppliesand equipment, space (80-100 total sq. ft.)needs to be provided for a workshop whereequipment and toys can be repaired andwhere tools, paint, etc., for simple buildingmaintenance can be kept. This area can belocated separate from the main building andperhaps in an outside building which housesoutdoor maintenance and playgroundequipment.

\69

29 StorageBecause of the importance of this subject, aspecial section (beginning on page 73) hasbeen allotted to storage requirements for apreschool facility.

Detailed requirements for functional areas andindividual spaces within the facility aresummarized for effective utilization byarchitects and planners.

Administrative Area

The requirements for the administrative areaof a day care center are similar to those for anyadministrative area. The number, size andspatial relationship of the offices should bedetermined by the size and function of thestaff. The furnishings are typical of normaloffice requirements. A small facility mayrequire office space for only its director withperhaps, additional room for a part-timereceptionist-clerk-typist. A large facilityemploying ancillary personnel, consultingservices or programs with other communityagencies, will require more oxtendedadministrative space.

Since the administration regulates theorganization of the school as well as provide alink with visitors and the outside, :in attractiveand efficient office arrangement is essential.The administrative office(s) as a whole shouldcreate an atmosphere of warmth andfriendliness and provide a smooth circulationpattern for staff and visitors.

In a large facility the link between theeducation/training area and the administrativearea is relatively weak so that theadministrative offices can be placed as far awayfrom the education/training area as the totalspace permits. This has advantages forboth activities.The administrative area provides two basicservices to the day care ;acility: reception andmanagement. Specific spaces includes:receptionist, lobby, executive director,educational director, teacher, secretary, andconference/board. Other offices necessaryshould reflect their normal functions.

69

Reception

30 LobbyThe entrance to the day care center shouldwelcome and reassure. Unless It is used forother activities, e.g. receptionist, meetings, itcan be very small. If It is to provide space fora receptionist-clerk-typist It will, of course, needto be larger. If not it should be situated so thatIt is visible from the office of the director orsecretary. This provides an opportunity for thereceptionist or director to observe the arrival ofvIsl'ors and, in some cases, also to observe therelationship between parent and child. It shouldhave direct access to a bathroom and, ofcourse, to the main entrance of the center. Ifthe center contains a conference/board roomor any meeting room to be used by the public,It is desirable to have It close to the entranceof the building.

It is not advisable for the children to enterthrough the reception and administrative area.A separate and more direct entrance to theplayrooms should be provided.

space conflguration:size

min. 100 total sq. ft.max. 200 total sq. ft.

furnIture/equipment:lounge chairs/sofalow tabledisplay areaopen shelf storagewater fountain

envlronment:first impression person forms when enteringfacility transition spacewarm, friendly, and relaxed atmospherecheerful and attractive decormixture and sensitive blending of colors15 to 30 ft. c. of uniform Incandescentlighting are recommended for general anddetailed work respectivelyspecial lighting consideration for display area

*windows are desirable tor visual link tooutdoorsgood ventilation and climate control isneeded

70

31 Receptionistif the preschool provides a receptionist space,It should be located to assist all disciplines andprovide information, direction and control overthe reception and lobby area. The receptionistshould be easily accessible to theadministrative office and should have visualaccess to all persons entering the building.space conflguration:

slzemln. 50 total sq ft.max. 80 total sq. ft.

furniture/equIpment:deskchairpersonal storagefliestelephone

environmentwarm, friendly, and relaxed atmosphereshould create a pleasing impression forpersons entering the preschooldecor should relate to lobby andadministrative spaces50 to 100 ft. c. uniform incandescent lightingare recommended for general and detailedwork respectivelygood ventilation and climate control isneeded

71

Management

32 Executive DirectorThe office of the director is similar in size andfurnishing to the office of any comparableadministrator. The director coordinates thepersonnel, supervises the program, andme.tritaIns contact with the public. The directormeets and consults with staff, parents, andmembers of the community individually and insmall groups. In a small center the directormay do just about everything, Includingworking with the children and planning themeals. In a large facility he may have nodirect contact with the children and onlyindirect supervision over the program.

The office should be conveniently located forvisitors, but away from the main line of traffic.It should be adjacent to secretarial services,conference area, and convenient to any otheradministrative personnel with whom thedirector has continual contact.

space configuration:size

min. 100 total sq. ft.max. 150 total sq. ft.

furniturn/equipment:desk or desk unitchairfilingpersonal storagesofa and/or 2 - 3 chairstelephonedictaphonetackboardindividual room accents

environment:furniture, accessories, and color should beappropriate and reflect the occupant'spositionatmosphere of an executive office andpleasant study50 to 100 ft. c. of uniform incandescentlighting are recommended for general anddetailed work respectivelydirect lighting for detailed work spaceacoustical treatment of floor and ceiling isrecommendedclimate control is required

33 Educational Directorin a large facility an educational director maycoordinate the education/training program.The office requirements for this position aresimilar to those for the administrative director.However, It is desirable that the office of theeducational director be located close to theclassroom/playroom for ease in supervision.

.;,

72

34 TeacherThis space provides a home base for theteacher whether located in the classroom, thestaff lounge, material preparation space, or aseparately designated office. The space shouldprovide for material preparation and storageas well as for educational meetings andconsultation with parents and staff.

space configurations:size

min. 50 sq. ft./teachermax. 80 sq. ft./teacher

furniture/equipment:deskfileschairspersona; storagestorage of educational materials

environment:atmosphere should be quiet and efficientdecor should relate to other administrativeoffices50 to 100 ft. c. of uniform incandescentlighting are recommended for general anddetailed work respectivelygood ventilation and climate control is needed

71

35 SecretaryThe number of secretarial staff employed willdepend on the size of the center and thenature of its program. The secretarial area(s)should be located so that they are accessibleto the staff members who need their services.This area should serve as the center forschool communications and should beconvenient to file and storage areas. Includedin this area is a storage workroom space forduplicating procedures, equipment, andsupplies. It should be directly accessible tothe secretary(s).space configuration:

sizemin. 80 total sq. ft.max. 100 total sq. ft.

this Includes space for both secretary andstorage

furniture/equipment:deskoffice chair (1 or 2)file cabinet and storagework tabletypewritertelephone and intercomduplicating machines

environment:should be harmonious and complimentaryto the administrative atmosphere100 to 150 ft. c. of Incandescent lighting arerecommended for general and detailed workrespectivelyacoustical treatment in work room shouldprevent duplicating procedures ;remdisturbing others in the administrative area

72

36 Conference/BoardThe uses to which thls room will be putshould be carefully analyzed during theplanning stages. It may be used for boardmeetings, staff meetings, group counseling,parent or community meetings, and a varietyof other things. It should be located near theadministrative offices and may provide for theuse of audio-visual equipment and a library.Provision should be made for at least 10adults to sit comfortably during discussionwithout disturbing adjacent spaces.

apace configuration:size

min. 150 total sq. ft.max. 200 total sq. ft.

furniture/equipment:conference tablecomfortable chairswall display space and/or boardsaudio-visual equipmentshelvesopen shelf storage

environment:should compliment the admInistrative officesprovide an atmosphere for direct problemsolving and free flow of ideas30 to 50 ft. c. of uniform incandescent lightingis recommended for general and detailedwork respectivelygood ventilation and climate control isneededacoustical privacy Is needed to avoiddisturbing adjacent areas

Storage

For child's safety, for convenience, and forgood housekeeping, every facility must haveadequate storage of the right type and inthe right places. The types of storage, dependsupon the various supplies, materials,furniture, and equipment, to oe stored andshould be planned for during the beginningphase of building design. Enough cannot besald about the provision of adequate storagefor preschool facilities. In almost all theinstances during our slte surveys, the teachersand staff expressed their personal preferencesfor more storage space. Although storagerequirements have been discussed in therequirements for each Individual space, theimportance of this subject warrants furtherconsideration.

There is basically two different types ofstorage: 1) Enclosed Storage Space, examplesof which include closets, storerooms, andwalk-In storage rooms, to allow for reservesof supplies and materials bought in largequantities. This space is also utilized forsupplies and materials, equipment that hasseasonal or occasional usage and those itemswhich should be kept away from the childrenbecause they are dangerous or because theyshould not be used without supervision.2) Storage Unit, examples of which includefiling cabinets, cupboard, bins, and all type ofshelving to allow for supplies and materialsthat are readily available and necessary foreveryday usage by the children and the staff.They can be either open or closed, or acomblnetion of both. Storage units aredefined as being of two varieties: a) fixed,either permanently or temporarily, to thefloor, wall, or ceiling, and b) moveable, thatwhich allows freedom of movement eitherthe space or from one space to another space.

Except in a few exceptional cases, thebathroom, janitor closet, and othor specializedspaces for example, permanently built-instorage is not recommended. Temporarilyattached and moveable units are moredesirable, not only to permit storage whenand where it is needed but also to increasethe flexibility of space arrangements. Anexample of this kind of moveable storageunits is illustrated in the section onFurniture.

A combination of both enclosed storage spaceand storage units are needed in the Education/Training Area. Also needed Is a centrallylocated enclosed maintenance or janitorialcloset.

The Ancillary area contains spaces tor sucha variety OT activities that storage requirementswill be considered individually for each space.However, a centralized enclosed janitorial closetshould be provided.

in the Administrative Area office supplies areusually stored most efficiently In centrallylocated space convenient to the secretarialspace. Storage requirements for each spacewill be considered individually.

The following information summarizes storagerequirement for areas and spaces of apreschool facility.

74

Classroom/PlayroomStorage requirements for a typical classroom/playroom arrangement, where the groupactivity space and the interest center spacesare contained in one room are as follows:

enclosed storage: 80-120 cu. ft./childfor all reserve teaching supplies, materials,equipment, and furniturefor supplies and equipment that chould bekept away from the children

storage units: 12-24 cu. ft./childfor all open and closed shelving, cabinets,files, and bln storage for sup piles andmaterials pertinent to everyday usage bythe children and teachersfor child and teacher personal storageteachers not only use those units for storagebut also to form interest centers. Sincedifferent Interest centers are likely to befound in different classrooms because ofteacher Preference these units must beflexible eliough to accommodate not onlya variety of teaching, supplies, and materialsbut also to allow for changing interests andmoods of the occupants.

When the total group activity space and theinterest center spaces are separateindependent rooms, they will require specificenclosed storage and storage unitconsideration6: These are as follows:

Total Group Activityenclosed storage: 55-75 cu. ft./childstorage units: 4-8 cu. ft./child

Arts/Crafts Centerenclosed storage: 32-56 cu. ft./childstorage units: 4-8 cu. ft./child

Housekeeping/DramaticPlay Centerenclosed storage: 6-12 cu. ft./childstorage units: 2-4 cu. ft./child

Nature Study/ScienceCenterenclosed storage: 12-24 cu. ft./childstorage units: 4-8 cu. ft./child

Book Centerenclosed storage: nonestorage units: 3-6 cu. ft./child

Block Centerenclosed storage: nonestorage units: 3-5 cu. ft./child

73

SupportiveTutoring/Quietenclosed storage: nonestorage units: according to specific use

Napping/Restingenclosed storage: 5-10 cu. ft./child

for cots, mats, and palletsfor audio equipment

storage units: none

Musicenclosed storage: 4-8 cu. ft./child

for equipment that should be kept away fromthe childrenfor instruments, records, and supplies

storage units: 2-4 cu. ft./child

Indoor Recreationenclosed storage: 48-60 cu. ft./child

for large wheeled toys, jumping, andbouncing boards, mats, climbing, towers,and other assorted large play equipment

storage units: 2-4 cu. ft./childfor balls, amall toys, and other numerousplay items

Observationenclosed storage: nonestorage units: according to specific use

Bathroomenclosed storage: nonestorage units: 30-50 total cu. ft.

for supplies, towels, and children's personalItems and extra clothing

Multipurpose(a) enclosed storage: 45-55 cu. ft./child

for dining and meeting chairs and tables1)) enclosed storage: 46-60 Cll. ft./childfor indoor recreation equipment and suppliesfor audio-visual equipment and accessories

storage units: 4-6 cu. ft./childfor supplies and materials pertinent toactivity being performed

Infant Careenclosed storage: 40-60 cu. ft./child

for food storage and preparation if desiredfor washing and sterilizing equipment

storage units: 4-6 cu. ft./childfor bedding, diapers, personal clothing andassorted Infant supplies

Outdoor Recreationenclosed storage: 600-800 total cu. ft.

for large and small outdoor play equipmentstorage units: none

74

StaffStaff Loungeenclosed storage: nonestorage units: 40-60 total cu. ft.

for cutlery and cookery, and dry goodsonly when a small kitchenette is utilizedfor magazines and booksfor coats and personal storage

Material Preparationenclosed storage: nonesto rage units: 30-50 total cu. ft.

for duplicating equipment, teaching aids,materials and supplies

FoodKitchenenclosed storage: 200-300 total cu. ft.

for 1 to 2 week supply of foodstorage units: 100-150 total cu. ft.

for cutlery and cookery utensils

Diningenclosed storage: nonestorage units: none

HealthMedical/First Aidenclosed storage: nonestorage units: 20-40 total cu. ft.

for medical equipment and suppliesfor auditory/screening equipment

Health Personnelenclosed storage: nonestorage nnits: 6-10 cu. ft./user

for health records, and personal storage

75

ProfessionalPsychologistenclosed storage: nonestorage units: 10-20 total cu. ft.

for testing equipment and suppliesfor records, and personal storage

Speech Therapistenclosed storage: nonestorage units: 10-20 total cu. ft.

for testing equipment and suppliesfor records, and personal storage

Social Workerenclosed storage: nonestorage units: 6-10 total cu. ft.

for records and personal storage

CommunityParentenclosed storage: 100.180 total cu. ft.

for extra furniture and audio-visual equipmentstorage units: 10-20 total cu. ft.

for display and book storage

Auxiliary Volunteerenclosed storage: 100-180 total cu. ft.

for extra furniture and audio-visual equipmentstorage units: 10-20 total cu. ft.

for display and book storage

BuildingMechanicalenclosed storage: (see maintenance)storage units: none

Maintenance(a) enclosed storage: 120-200 total cu. ft.

for a maintenance workshopfor equipment, furniture, and material repairsfor building supply storagefor mechanical supply storage

(a) storage units: 60-100 total cu. ft.(b) enclosed storage: 200-300 cu. ft./each

for janitorial and maintenance closetsfor supplies and equipment convenient to theeducation/training area, the ancillary area,and the administrative area

(b) storage units: none

ReceptionLobbyenclosed storage: nonestorage units: 75-100 total cu. ft.

for magazine and book displayfor coat storage

Receptionistenclosed storage: nonestorage units: 6-10 total cu. ft.

for filing and personal storage

ManagementExecutive Directorenclosed storage: nonestorage units: 10-20 total cu. ft.

for files and personal storagefor flies and personal storagefor books and publication displayfor books and publication display

Educational Director(same as "executive director)

Teacherenclosed space: nonestorage units: 10-20 cu. ft./user3 for flies arid personal storage

for educational materials

Secretaryenclosed storage: 400-600 total cu. ft.

for other supplies and materialsfor duplicating equipment

storage units: 20-50 cu. ftluserfor flies and record storage

Conference/Boardenclosed storage: 100-180 total cu. ft.

for extra furniture and audlo-visualequipment

storage units: 10-20 total cu. ft.for display and book storage

75

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Market SurveyUsing this information, together with othercomparative factors of utility (maintenance,flexibility, adaptability), an analysis ofcommercially available furniture andequipment was conducted to determine theappropriateness of furnishings for a preschoolfacility. This analysis indicated that very littleconcern has been given for the preschooler'sneeds, largely because the market potentialfor this age range is very small in comparisonwith that of school age children.

It is believed that the present and increasir ,future emphasis on early childhood educationwill provide the necessary impetus fordesigners and manufacturers to becomecognizant of this growing market and providethe needed furnishing for optimum learningsituations.

Design ObjectivesNot only is more involvement needed but areevaluation of types of furnishings forpreschoolers as well.

Together with the demands placed by thephysical and mental capabilities of thechildren, the Inherent nature of the educationalprograms poses certain considerations whichare unique. These demands, easily translatedinto design objectives, Include the following:

multipurposedurablesafety constructedeasily maintainedeasily used by childreneasily used by teacherappropriately scaledsafely finishedstimulatingattractiveadaptableflexible

Probably the most appropriate design objectivecomes directly from Henry Dreyfuss' creed,"We bear in mind that the object we areworking on is going to be ridden in, sat upon,looked at, talked into, activated, operated, orin some way used by people. If the point ofcontact between the product and the peoplebecomes a point of friction, then the industrialdesigner has failed. On the other hand, ifpeople are made safer, more efficient, morecomfortable or just plain happier by contactwith the product, then the designer hassucceeded."

Design ExamplesThe examples which follow are provided toillustrate current design philosophy for furniturefor preschool facilities. It is hoped that theymay stimulate designers and manufacturersto reconsider and reevaluate what is currentlybeing provided for the preschool child as wellas for the school age child.

Basic preschool furniture includes: desk/chairand storage units. A variety of materials can beeffectively used to construct this very simplebasic furniture.

V V78

desk/chair;

11-1 -

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El El

E3) 0 0 47 co a;storage unit components

77

The chairs provide two seating heights, 81/2and 11 inches, simply by turning them over.Other Imaginative functions, educational andrecreational, can also be performed.

The desks offer various flexible arrangementsto accommodate changing curriculum needs.

Both are color coded, along with the personalstorage units, to Identify a child's personalproperty.

1

,

78 79

Moveable storage units can be used to createa variety of arrangements within a larger space.Storage can be provided when and where it isneeded, simply by adding or removing shelves.Doors can be added to provide closure. Chalkand display surfaces are attachable. Thestackable units provide various workingsurfaces at the appropriate heights.

8079

Safety

Preschool children are not able to fullydifferentiate between safety and danger.Therefore, people who have the responsibilityfor their care need to be alert to avoid settingsand situations which provide universal andunnecessary hazards. It is of course,necessary that all local building, fire and safetyregulations be strictly adhered to. Althoughthese regulations provide basic safetymeasures, there are many special features forsmall children that should be considered.

Fireall classrooms should have at least twomeans of egressevery floor of the facility should have atleast two separate outdoor exitsclassroom doors and facility exits shouldopen outfire extinguishers should be appropriatelyspaced in all parts of the facilityfire escapes should be properly constructedfor small children usagea fire-alarm system is recommended for largefacilitieschildren should be instructed in proper safetyproceduresfire exits should be properly marked anddistinguishable by children

FacilityInterior Surfaces

avoid highly textured and slippery floorsfloors should be splinter proof and free ofprotruding edgeschanges in floor levels should be properlymarked and distinguishable (ramps are better)carpeted surfaces should be static-electricityproofavoid heavily textured wall surfaces that maycause abrasionswail surfaces should be free of sharp andprotruding edges and mouldingsrounded wall corners and edges arerecommendedfull length, floor-to-ceiling glass should beshielded to prevent children from runningthrough it

80

Doors

all doors should open outavoid self-closing automatic and springoperated doorsswinging doors should allow visual access toother sidedoor hardware should be child operablechild-proof locks and bolts shcuid be locatedout of reach of children and operable fromboth sides

Furniture/Equipmentall furniture should be free of splinters, sharpcorners and edgesfurniture, equipment, and toys should havenontoxic finishesflimsy, fragile furnishings that break easilyshould be avoidedfurniture and equipment that may tip-overshould be avoided

Electricalelectrical outlets should be child-prooflocate outlets out of child's reachexposed electric wiring systems should beprohibited

Heating/Cooling Equipmentroom heaters, fans, and other potentiallydangerous equipment should be located outof child's reach (ceiling or high on wall) orscreened from child's touch

Stairs/Rampslocate all rooms used by children on groundfloor when possiblestairs should be well lighted with appropriatechild height Pinnistersclose off all open stairwells and child-proofall terraces, windows, and exits other thandoorramp should be provided in place of stairsin combination with stairs

or

Outdoor Equipmentall playground equipment should be safelyconstructedmaterials should be used that are sturdy,durable and splinter-proofavoid sharp corners and protruding pointedobjectshazardous equipment such as swings shouldbe located away from major flow of trafficand equipped with soft seatssurfaces under jumping, climbing, skatingand swinging equipment should be soft; sand,grass or padded material is recommended

81

Architectural BarriersAlthough preschool children in general needspecial consideration to avoid settings andsituations that are hazardous and dangerous;additional considerations are needed for thosepreschoolers, especially the mentallyretarded, who may have associated physicalhandicaps that would affect their use of thefacility.

Architects and others, whose decisions affectbuilding design, need information concerningthe elimination of architectural barriers inpreschool day care facilities. Besides the manyspecial precautions already mentioned otherinformation sources P.ra currently availableand can be studied to advantage by anyoneplanning a preschool facility. These include:

Public Law 90-480, Elimination ofArchitectural BarriersMaking Facilities Accessible to the PhysicallyHandicapped, The State University of NewYorkANSI A117.1, American National StandardsinstituteHousing for the Physically Impaired, HUDSlate and Local Efforts to EliminateArchitectural Barriers for the Handicapped.National League of Cities, Department ofUrban Studies, Washington, D. C.Outdoor Recreation for the PhysicallyHandicapped, Department of Conservation,State of New YorkTravel Barriers, Department ofTransportation, Washington, D.C.

SU

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The space requirement chart reflects themin/max amount of physical size (sq. ft.)and the min/max amount of storage (cu. ft.)needed for each particular space within anypreschool facility. A min/max range is given

Spec... fire a $ sq. It , Stens". It L922_e_rnen s . I cu.h .eniresed storage mavahl stooge

Classroomtypical area Includes totalgroup activity space, ern/craft center, lasnelseepung/cinenatic play center, raturhrde/s4lence center, kookcenter, and bleak center 113-110/child 80-120/child

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82

only because optimum space requirementsshould be determined independently for eachpreschool facility; based on that particularfacility's needs. The optimum condition would,therefore, fall somewhere between thegiven min/max range.

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The space relationship chart lists all thespaces within a preschool facility andreflects the particular relationship they sharewith each other. This relationship wasdetermined by objective and subjectiveassessment and based on several criteria:efficiency of circulation, common serviceneeds, administrative convenience, teachingconvenience, and other functional aspects. Thiscriteria is specified by the architect, client,and consultant.

A value was assigned for each spacerelationship; necessary, desirable, unimportant,undesirable; and represents the relativestrength of the relationship between spaces;(for example the relationship between thetotal group activity space and the bathroomis necessary).It is likely that some spaces will coincide withall the criteria in many cases; in others,spaces needing to be close for one reason,may require no contact for the others.Therefore, the relationship coinciding with allthe criteria would receive the highest ranking.

83

Case Studies

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Design Process

The purpose of this section is to explain thedesign process and illustrate its use in theplanning of preschool day care facilities. Fourcase studies are presented. Each takes aspecific day care program, determines thedesign criteria by analyzing program goals, andpresents one or more solutions to the resultingdesign problem.

It will be helpful to the educator to have someunderstanding of the design process as it isused by the architect. It is the organizationprocess through which a project passes fromits inception to its conclusion. It consists ofsix phases in this chronological order:

Criteria developmentCriteria synthesisSchematic designDesign developmentConstruction documents developmentConstruction administration

It is with the first four phases of the designprocess that this report is concerned.

Criteria DevelopmentCriteria development is the most critical andinfluential phase of the design process. It isduring this time that the designer and educatorwork in close collaboration. It is the educator'sresponsibility to give the designer a clear cutexplanation of three factors which willdetermine the faóility design: first, the generalorientation and objectives of the day careprogram; second, a description of theeducational/training objectives and the serviceswhich support them; and, third, the specificactivities which will be carried on within thecenter to achieve these objectives. Togetherthe architect and educator consider the designimplications Inherent in the general goals andcurriculum and establish priorities among them.As much time needs to be devoted to thisphase as is necessary to produce clear cutcriteria which are understood and accepted byboth architect and client.

To assist in criteria development, Part I ofthis report presented a brief survey of presentday care programs and social and educationaltrends in preschool education, with specialemphasis on the needs of culturally deprivedand mentally retarded children. Then, Part Ilconsidered the implications of the programfor the design of the physical enviomment inwhich it takes place. Using the information inPart I as a guideline, the educator analyseshis own unique program and then considers,with the designer, the design implicationspresented in Part II.

This is the time to establish priorities becauseit is seldom possible to satisfy all desires. If,at a later time in the design process, there is afund shortage or costs become excessive, theless important goals are de-emphasized. Thisprocedure can help ease critical decisionmaking when financial problems arise.

This is also the time to consider theestablishment of a long range master planif program expansion is anticipaied.

Criteria SynthesisDuring this phase, all data on designimplications for all activities are consolidated.The data is organized in such a manner thatthe following environmental characteristics areapparent:Necessary relationship between areasRelative size of spacesCharacteristics common areasCharacteristics specific to areas

Schematic DesignOn the basis of information secured duringthe criteria synthesis, the designer preparessketches illustrating possible approaches tothe design of the facility. The sketches, costdata, and other information are presented tothe client for constructive evaluation. Athorough evaluation of the project is vital atthis time because the final design will followthe fundamental principle established in theschematic design. Any proposed changesshould be made during the schematic designphase before the project has developedinto accurate drawings.

Design DevelopmentIn this phase, the concepts established in theschematici design are developed in the formof accurate drawings showing plans, elevations,sections and special details. Upon completionof these drawings, a project review is held withthe client for additional evaluation prior tofinalization of the drawings. A more accuratecash estimate will also be prepared for carefulconsideration.

86

Construction DocumentDevelopmentFinal documents (drawings, specifications, andcontract formats) are prepared during thisphase. These documents are of a technical andlegal nature and are not easily understood bythose outside the design and constructionprofessions. Special attention is given todetailed drawings and specifications whichdescribe the final product and how it is to beconstructed. When these documents arecompleted, there is a final review with theclient. This will be the last opportunity forchanges to be made without adding to thecost of the contract. After the conract documenthas been signed and a contractor selected toconstruct the faciliy for a certain amount ofmoney (his bid), all changes become additionsto the initial contract price and must be paidfor by the client.

Construction AdministrationImmediately after the selection of thecontractor, actual construction or the projectwill begin. During the construction process, thearchitect visits the job site to survey progressof the work. He works closely with thecontractor to select proper colors and finishes3nd makes on-the-spot decisions as the needarises. Any questions or comments which theclient may have during the construction phaseshould be directed to the architect.When construction is complete, the facilityusually receives final inspection, final feeportions are paid, and the client moves in.Under certain conditions, the client mayoccupy certain portions of the facility priorto complete finalization of the construction. Thisprocedure, however, is not normallyrecommended due to the legal problems whichmay arise concerning liability for the incompletestructure. Patience should be exercised toavoid legal involvement and possible additionalconstruction costs.

The design and construction processes arelengthy, technical and sometimes trying for allconcerned the architect, contractor, andeducator. Active participation by the client whowill carry out the program is vital during allphases of the process. Just as the designermust rely completely on the client to providevalid basic program criteria, the client mustrely on the architect to provide a valid designbased on this criteria.

85

Design Applications

Preschool for Retarded Children Projected ProgramThis preschool has been in opration for aboutten years and is well established in thecommunity. It offers four morning and fourafternoon educational/training sessions forretarded children between the ages of fourand eight. The present enrollment is eighty.The majority of the children are classified astrainable mentally retarded, but some of theolder ones are more severely handicapped.The only admission requirement is that thechild be ambulatory and thought to be ableto profit from group training. Transportationis provided by the parents.

The curriculum is directed toward achievingthe objectives outlined in Part 2. Instructionemphasis training in the self-help areas,speech and language stimulation, mentaldevelopment through sensory discriminationand early concept formation, and improvementin fine and gross motor coordination.

The present staff consists of:4 teachers4 teacher aides1 educational supervisor1 social worker1 psychologist (50% of the time)1 executive director1 secretary1 receptionist/cierk typist1 maintenance man

There is an active parent organization and avolunteer auxiliary associated with the center.

At present the center occupies a large oldhouse in a centrally located area which hasbeen rezoned for apartment buildings. It isfinanced by !tse local United Fund, studenttuition and donations.

86

One and a half acres have been donated forbuilding the new center. The site is accessibleby freeways from all parts of the city. Theland is flat and contains three large trees.The center will be financed by state andmatching local funds.

The present waiting list indicates that anincrease in enrollment of about 50% can beanticipated during the first few years ofoperation in the new center. In addition toprepaiing for the anticipated increase, thecenter would like to expand its services in twodirections:

First, the addition of a program for childrenover seven years of age who are so severelyretarded that they are not eligible for publicschool special class. No upper age limitwould be set for admission to this program.

Second, the provision of space for weekendand evening recreational activities for retardedadolescents and adults and for meetings ofcommunity groups.

Increased involvement with the teacher trainingprogram at the university level has beenrequested by the Special EducationDepartment, but no investment in research orexperimental programs is foreseen.

The only curriculum changes planned involvethe use of audio-visual equipment and theestablishment of the program for the oldermore severely retarded group.

The projected staff consists of:6 preschool teachers6 teacher aides1 teacher for older pupils1 teacher aide for older pupils1 school principal2 social workers1 psychologist1 executive director1 secretary2 receptionist/cierk typist1 bookkeeper 50% of the time1 maintenance man

Since this is a school rather than a total daycare center, no preparation of complete mealsis necessary. However, a kitchen facility willbe needed for the preparation of refreshmentsfor social events.

In line with present trends, there is apossibility that in the future the school willadmit children at a younger age than four. Ifthis takes place, space will be needed forworking with the mothers in early childmanagement as well as with the youngerchildren themselves.

8 7

Design ObjectivesThe designer and client in this case, theexecutive director of the preschool metmany times to discuss the general and specificprogram objectives. The architect visited thecenter and watched the interaction betweenthe children and the teachers and came tounderstand the role of the ancillary personnel.He was interested in the children, and didsome independent reading. He understoodthe curriculum goals and the methods bywhich they were achieved.Through the application of the design process,the architect and client determined that thedesign objectives were as follows:

1) To provide education/training area fortwelve half day preschool classes of about10 children each

2) To provide education/training area for oneclass of about 15 severely retarded childrenover seven years of age.

3) To design the above education/trainingareas in such a way that the physicalenvironment made a positive contribution tothe program

4) To integrate an outdoor play area into thetraining/educational setting

5) To provide for easy pick up of the childrenby their parents

6) To design spaces for the ancillary personnelwhich reflected their individual involvementwith the program

7) To design an administrative area whichwould promote efficient supervision of thetotal program and enable the center to projecta good public image

8) To provide a recreational and meetingspace, easily accessible to the public andpossibly to separate from the educational/training and administrative areas

9) To provide adequate off-street parking.

Spaces NeededThe specific spaces needed for this case studyincludes: total group activity, arts/craftcenter, nature study/science center, blockcenter, multipurposeobservation, bathroom,outdoor recreation, staff lounge, kitchen,medical/first-aid and health personnel,psychologist, social worker, parent, volunteerauxiliary, mechanical, maintenance, storage,lobby and receptionist, executive director,educational director, teacher, secretary,conference/board.

Am/ Sub-Areal SPICe

0 0

relationship chart, relationship graph, schematic preschool unit and administrative unit plan

88

SolutionThe plan of each unit is a simple cross. Anywing of the cross can be extended to provideadditional space for new equipment or otherfuture program needs. Future trends do notcall for the teacher student ratio to exceed1 per 10, therefore, provisions are notspecifically made to enlarge the classroomto accommodate more children per class.The class could conceivably accommodate15 children, but exceeding this number isnot recommended.

_DO

004

87

The classroom is designed to provide centersof activity in the "arms" of the cross plan.All art supplies, wash basins, and workcounters, for example, are located in aspecific "arm" of the cross. However, the artactivity can extend toward the center of theplan which acts as an overflow area shared byall activities. In this way, the children becomeoriented toward certain activity centers butcan actually utilize much more space than isspecifically designated for each individualactivity. Separate spaces were not providedfor isolation or resting. Isolation can beaccomplished by sending an unruly child toan inactive space which is closed off by theuse of movable storage units. Rest can beaccommodated, using mats and cots, in thetotal group activity space.

:10

88

This scheme conserves space and allowsmulti-use of equipment and facilities yeteliminates the impersonal megastructure feelingof some versatile, adaptable, multi-use buildings.The smaller activity centers also relate more tothe scale of the child than a large openexpanse of space which is required to facilitateall the activity needs.

2x2x2

The basic design concept is limited to asingle story structure. The site plan showssix classroom units plus three additional units:the administrative unit, the multipurpose unit,and a unit for the older retarded. Each of theMx classroom units houses 10 children, oneteacher and one teacher's aide. Theseclassrooms are designed for 120 children perday (60 children per 1/2 day shift). The unitfor the older retarded is designed for 10children per 1/2 day shift. The multipurposeunit provides (1) a recreation facility for theolder retarded to use at nights and on week-ends, for such activities as dances, T.V.,movies, games, and meefings; (2) a centerfor community use when the oldbr retardedor other children are not scheduled to use it;and (3) multipurpose space for use by theyounger children at various times duringthe day.

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89

Day Care Center for CulturallyDeprived ChildrenThis day care center is still In the planningstage. It Is part of a Model CitiesComprehensive Plan for a city of about 60,000which Involves planning In six program areas:manpower, education, housing, physicalfacilities, health and social services.

The center is to be located in proximity tothree hospitals and a box plant which togetheremploy an estimated 700 women. The slteconsists of 4 acres.

Most of the mothers of the children who willattend the day care center are employed inlow skilled or unskilled jobs. Many of thefamilies have been welfare recipients at onetime or another. A few mothers will beemployed as nurses or In technical orprofessional positions. They live in theadjoining residential area.

90

Projected ProgramThe center will provide total day care servicesfor two shifts of ninety children and tenInfants each. The hours will coincide withthe shifts at the hospital. No plans for theexpansion of services are considered necessarybecause the area being served is consideredto have a stable population.

The comprehensive educational program willbe designed to compensate for culturaldeprivation. The curriculum goals and methodsare those discussed In Part 1, "CulturallyDeprived Children" and Part 2, "TheCurriculum Implications". The curriculumgoals Include the establishment of orderlypurposeful behavior, the encouragement ofwholesome behavior, the encouragement ofwholesome interpersonal relations, theacquisition of a positive self-image, thedevelopment of precognitive and cognitiveskills, the stimulation of languagedevelopment, and the development ofmanipulative skills and physical coordination.

In addition to the educational program thecenter will offer those supportive health andsocial work services necessary to encouragewholesome child development. These servicesinclude health Inspections with referral toclinics for needed therapy, careful fulfillmentof nutritional requirements, availability ofcase work services for the family, anddevelopmental and psychologicalexaminations.

Inservice staff education will be continuous.Training will be offered to women in thecommunity who are qualified to becometeacher aides or community outreach workers.Due to the fact that the mothers will beworking, only limited parent education willbe feasible. A Parent Advisory Board willreflect the needs of the community.

The staff will consist of:

executive directoreducational directorsocial workerpsychologist6 teachers for the day session6 teacher aides for the day session6 teachers for the evening session6 teacher aides for the evening sessionsecretaryreceptionistjanitormaidcookcook assistant

4:11,-91

Design Objectives1) To provide an Innovative day care centerfor a total enrollment of 90 culturally deprivedPreschool children2) To provide an infant care area for 10 Infants

3) To provide an outdoor recreation area tosupplement the education/training area

4) To provide specialized education/trainingspaces for the testing and evaluation of newmethods of delivering educational services

5) To provide a stimulating environment tocompliment the proposed new education/training program

6) To provide maximum flexibility of spacearrangements within the education/trainingarea for present and future programdevelopments.

.7,11,AUVertZCLIMAII:=Utr71:S.

Spaces NeededThe particular spaces needed for this casestudy include: total group activity space,arts/crafts center, housekeeping/dramaticplay center, nature study/sciences center,book center, block center, multipurpose(recreation, assembly), bathrooms, infant care,outdoor recreation, staff lounge, materialpreparation, kitchen, dining, medical/first aid,health personnel, psychologist, social worker,parent, mechanical, maintenance, storage,lobby, receptionist, executive director,educational director, secretary, conference/board.

SolutionThe design objectives suggested that a uniquetype of preschool facility was needed tocompliment the new education/trainingprogram. Environments, particular to arts/crafts activities, housekeeping/dramatic playactivities, block play activities, and othersimilar educational activities, were providedfor in separate spaces. Instead of having agroup of 15 children in'one classroom forthe duration of the day care program, all thechildren rotate through the specialized spaceson a time sharing basis. This affordsspecialization of teaching skills by the staffand avoids over duplication of teachingsupplies and equipment. Although timescheduling of activities is the unique featureof this concept, the advantages inherent inthis solution warrants its investigation forfuture development.

Two variations of this solution are presentedfor review.

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Solution No. 2This solution is an outward oriented schemein which the education/training spaces arearranged around a service core of bathrooms,storage and maintenance spaces, and amechanical space. This scheme offerscompact space arrangements with visual reliefand orientation being provided for by windowsopening to the surrounding outdoors.

In both solutions the education/training spacesare located on the ground floor only withadministrative and ancillary spaces occupyina2 levels. Also notice that interior surfaces areuseable and working surfaces, and that thenew furniture concept has bsen usedextensively to create appropriate activitygroupings.

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Mobile Day Care Unit forMigrant WorkersThere are an estimated 275,000 migrant farmworkers In the United States. No one knowshow many children accompany their parentson seasonal migrations to cultivate and harvestcrops. Estimates run from 100,000 to 600,000with the most frequently quoted figure being150,000. The wor' force is predominatelymale with half being under twenty-five yearsof age.

There are three main streams of migrantmovement in the United States. The AtlanticCoast Streams consist mostly of Negroeswhose home base is Florida. The Central andPacific Streams consist primarily of Mexican-Americans whose home bases are SouthernCalifornia, and Texas.

The families live in camps provided by thefirms for which they work. The houses usuallyhave electricity and water, but are run downand dilapidated. The children's attendance inschool is irregular and many of them work inthe fields when they should be attendingclasses, even though it is illegal. School agechildren and older women may remain in thecamp to look after the infants and youngchildren. Some children "live" in automobilesparked by the fields In which their parentsare working.

The migrants look with suspicion on schooland day care programs. The few attempts toreach their children through these serviceshave had slight effect. Colorado started specialsummer school programs and reached only300 of an estimated 3,000 in the state.

In a day care center operating in the basementof an Arkansas church, the children wereobserved to be enthusiastic about an activityfor short periods of time, but unable to settledown and work purposefully. The youngchildren are friendly, spontaneous and self-reliant. They have few toys to play with,(imited exposure to pictures and books, andno opportunity to acquire the speech patternsand basic concepts needed in school. Theirdiet and eating habits are poor. Little dentaland medical care is available. The childrenage rapidly.

Projected ProgramThe group of migrant workers with which thiscase study is concerned winters in the RioGrande Valley. In May they move north tobegin seasonal agricultural work in Colorado,Wyoming, and as far north as Montana,returning to Texas in the fall. The group ispredominantly Mexican-American. Theeducational level of the adults is about fourthgrade, but few perform at this high a level.The languige spoken is "Tex-Mex". Even at ayoung age the men drink heavily, are carelessand hostile, even violent at times. They want nofree hand outs.

By becoming a part of their daily lives, amobile day care unit would offer the migrantcommunity an opportunity to gain confidencein the child care workers and to understandthe value of the services which are offered. Theobjectives of the program would be two fold:(1) to offer young children basic learningexperiences and give them good supervisorycare; and (2) to offer training to the womenin better child care and homemaking practices.As a fringe benefit, it might be able to providesome evening recreational experiences anda modest library of magazines for the adults.

V98

The program would be patterned after thosefor culturally deprived children, but its contentshould have special relevance to the life styleof the migrant family, which actually is richin many experiences offering interestinglearning opportunities. Emphasis would beplaced on organized purposeful behavior, thecompletion of tasks, and language stimulation.

The mothers of children would serve as paidaides in the day care program. They wouldreceive continuous in-service training inmeeting the needs of developing children.Instruction in nutrition and domestic skillswould also be a part of the program.

The initial program would provide for fifteeninfants and young children. The unit in whichit is housed should contain more than adequatesanitary facilities, a washer and dryer, ifpossible, and an efficient compact cookingspace. It will need to be designed with allthe efficiency of a pullman compartment.The staff should consist of one trainedpreschool teacher who understands the culturalbackground of the children, and two teachersaides who are members of the migrant group.Contributing staff, e.g., county nurse, countydemonstration, and the like, would be securedfrom the district in which (he migrant groupis working.

Design Objectives1) Providing space for a basic day care

program for (15) children and a limitednumber of infants (max. of 5).

2) Unit must be able to travel with the migrantworkers and be reasonably easy to erectand dismantle.

3) Unit should contain adequate sanitaryfacilities, a washer and dryer, if possible,and an efficient compact cooking area.

4) It will need efficiently designed storage forequipment and supplies.

5) Unit must conform to the standard 8 ft.width when traveling on the highway.

97

Spaces NeededThis is a basic day care unit and since spacewill be limited, the unit must be flexibleenough to provide space for total groupactivities, small group activities, and supportingancillary services. The specific spaces neededare: total group activity space, arts/craftscenter, housekeeping/dramatic play center,book center, block center, infant care,bathroom, kitchen, maintenance and storage.Outdoor recreation is provided outside themobile unit depending on the specificlocation. Mechanical services (electrical, waterand waste) are supplied and hooked up inthe conventional way.

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Possible SolutionsThe design parameters, suggested either atrailer, a collapsible structure such as a tent,or a combination of the two.

The trailer concept gave the mobility required,but, to achieve the necessary square footage,while adhering to the highway width of eItthtfeet, it became necessary to connect two ormore units together.

A collapsible structure was found to providethe necessary square footage, but fell short ofthe desired mobility as it was found that toomuch time would have to be spent erectingand dismantling such a structure.

98

A traller-tent solution was found to comenearest to meeting the two major requirements.By using the trailer's sides as a floor, and atent structure to cover it, both the desiredmobility and square footage requirementscould be achieved.

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Solutionin the final solution, a modified 8' x 9' x 32'freight trailer was used as it can be easilyobtained and easily moved. The floor area isIncreased by lowering the three hinged wallpanels on each side of the trailer and-foldingout the tent-like walls and roof within.

Although the minimum square footagenecessary for these spaces is approximately1200 sq. ft., the unit has been compacted to800 sq. ft. In order to meet the designobjectives. By scheduling activities such asarts/crafts, blocks, housekeeping/dramaticplay, etc. independently of each other,optimum spacial requirements can be obtained.

The interior arrangement of kitchen,bathrooms, and storage unit was determinedby the need for structural stability and theneed to keep plumbing lines close togetherand toward one end of the trailer.

Molded polyurethane foam storage cabinetsare stored in a rack opposite the kitchen andtoilet during transit and used as area dividerswhen the day care unit is in use. The emptystorage rack could then become a climbingstructure for the children.

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Neighborhood School AdditionThe public school system has received a statemandate to provide services for three andfour year old children who are consideredphysically, mentally, or culturally handicapped.The local school has decided to constructclassrooms on the sites of existing elementaryschools. Where space allows the classroomswill be in an independent building with anenclosed play area.

The school selected for the first buildingproject is in the central city where the schoolage population is declining. The school isforty years old, but has been well maintained.It is a one story structure with an enrollmentof about 900 children, kindergarten throughthe sixth grade. The majority of the studentsare from low income families. Play groundspace is adequate, but not extensive. Theschool enjoys an excellent relationship withthe parents In the neighborhood, who turn outfor parent-teacher meetings and use the schoolcafeteria for community activities.

Projected ProgramAll services available to the elementary schoolmay be utilized by the preschool unit. A schoolcounselor will be assigned to the program,but will have her office in the school areawhich houses the ancillary services, i.e. theschool nurse who does auditory and visualscreening as well as routine health inspectionand first-aid, the school psychologist and twoelementary school counselors. Special teachersfor music, crafts, and physical activities willbe available once a week. Supervision of theteachers will be supplied by the central schooladministration. The existing school containsa teacher's lounge and material preparationcenter, and a cafeteria. Community volunteerswill be used as teacher's aides.

The preschool building is to consist of twoclassrooms. Each will contain a morning andan afternoon session consisting of ten tofifteen children depending on the compositionof the group. The program will provide for amaximum of 60 children, with a maximum of30 in attendance at any one session.

The program is to be a structured programwith its contents relevant to the neighborhoodculture. The existing kindergarten staff hasincorporated the Bereiter-Engleman (83)program into the curriculum and feel that ithas made a contribution. The educationsupervisor would like to see this programextended to a lower age group on a trial basis.

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2 teachers2 teacher aides1 counselor to be in existing buildingparent volunteers

Design Objectives1) To provide an optimum environment for theachievement of the proposed programobjectives

2) To provide a separate preschool facilityfor 30 children, ancillary and administrativeservices will be provided for in the existingelementary school

3) To provide a separate outdoor recreationalarea to supplement the education/trainingprogram

4) To obtain maximum flexibility within theclassroom/playroom by utilizing the "newfurniture" concept as space creators

5) To provide a facility that is complimentaryto the innovative nature of the proposedprogram

6) To provide a minimum facility for maximumlearning experiences

7) To provide for easy delivery/pick up (it thechildren by their parents.

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Spaces NeededThe specific spaces needed for this case studyInclude: total group activity, arts/crafts center,housekeeping/dramatic play center, naturestudy/science center, book center, blockcenter, tutoring/quiet, indoor recreation,observation, bathroom, outdoor recreation,storage.

SolutionsThere were three possible solutions consideredfor this case study:

No. 1 Two Independent classrooms sharing aindoor recreation space.

No. 2 Two independent classrooms sharingstorage, observation, and tutoring/quiet spaces.

No. 3 Open school plan for 30 children sharingobservation and bathroom spaces.

The two classrooms sharing the indoorrecreation space, is the only solution shownin floor plan and site plan along withadditional floor plan arrangements to illustrateflexibility of the new furniture concept. However,all three solutions are shown in isometrics.

101

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Solution No. 1The two independent classrooms which sharethe indoor recreational space provides onepossibility for an addition to a neighborhoodschool. The preschool facility is separatedfrom the existing neighborhood school,providing easier pick up/delivery of children.All ancillary services are located in theexisting school. The preschool facility In allthree solutions, has its own outdoorrecreational area which supplements theeducation/training areas.

102

Solution No. 2This solution Is a slight variation of solutionNo. 1. These two independent classroomsshare the observation, tutoring/quiet, andstorage space In order to Illustrate how costscan be economized and yet let the facilitymaintain maximum versatility. Notice that thissolution omits the Indoor space In order toshare the above mentioned spaces. int:oorrecreation Is scheduled to occur within theclassroom itself.

Solution No. 3The open plan allows maximum flexibility ofthe education/training area. The interestcenters are located around the total groupactivity space which allows them to expandor contract depending on the activity desired.The "new furniture" system provides the toolsin which to shape the interior space desiredfor a particular activity. Observation andbathroom spaces are shared to economizeon construction costs. This solution offers alarger open floor space In which large groupactivities such as indoor recreation, dining,etc., can easily be accommodated.

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This publication represents a serious attemptto provide educators and architects with themuch needed information for the planningand design of a preschool facility. Althoughemphasis has been placed on facilities forthe retarded child, the "guidelines" areapplicable to all preschool children becausefirst of all "children are basically children".The similar characteristics they share aschildren are much greater than theirindividual differences.

Special consideration should indeed be givento the handicapped child, especially physicallyhandicapped children, who make use ofwheelchairs, grab bars, and other locomotivedevices.

A good rule of thumb to follow when planningany type of facility would be to remove allphysical barriers that would limit the facilitiesuse by any one, child or adult.

Preschool day care is a much needededucational service In the U.S. Recentemphasis by state and federal agencies plusthe growing national public concern providesthe necessary incentive for structuring earlychildhood education. Although we havelagged far behind the Western Europeancountries in providing comprehensive educationfor our young children, the time is not too lateto rectify this situation and take the necessaryaction to become the leading force for earlychildhood education.

This basic service should be available toeveryone, regardless of race, creed, and color,or their financial ability to pay. It is one of thenecessary ingredients to insure a continuallygrowing prosperous nation. But preschooleducation should be more than a baby sittingservice, which In many instances It has beenin the past. It should represent an integralpart of the total educational spectrum; "thebeginning of the formal learning process".

This philosophy of progressive educationshould be rightfully reflected in the facilitiesthat house the programs. A creative facilitythat provides the necessary stimulation andfurnishing for maximum educational growthis seriously needed. There have been toomany instances In which poorly designed andfurnished facilities have caused anxieties andfrustrations towards depriving the children ofmaximum learning situations.

Some general observatons concerning thiswork include the following:

preschool facilities should be planned totake advantage of existing communityresources and natural amenities.parental and community involvement isneeded and space should be provided forthese community groups to effectivelycontribute to the overall program objectives.provisions should be made to allow post-school children (6 years and up) to utilizethe facility before and after regularlyscheduled preschool hours.preschool facilities can take many differentforms, there is no single best solution.preschool facilities should reflect their ownenvironment, they should not be institutionalin appearance or look like a second home.preschool facilities should contain a varietyof spaces; for large group, small group,and individual activities.spaces should allow flexible arrangementsby the children in order to create their ownlearning environment.preschool facilities should provide the basiccomforts (lighting, acoustical control, andclimate control) necessary for healthyproductive child growth.preschool facilities should be flexible toallow for expansion or contraction on thesite; management of interior and exteriorspaces; multiple use of spaces; becausethe only certainty in education is change.preschool facilities should be designed tobe used by the children and their teachers.Interior surfaces should be useable; wallsurfaces for writing, painting, coloring, andfor displays (bulletin boards, tack andmagnetic surfaces, felt boards, chalk boards,and taping surfaces); floor surfaces shouldbe warm and free of drafts such ascarpeting or area rugs for spaces wherea small child spends most of the time onthe floor and soft sponge vinyl for highactivity spaces and wnere spaces requirehigh maintenance such as arts/crafts, andwater play; ceilings should basically beused for light and sound reflectance andabsorption, they can also be used for coloremphasis and for hanging screens, mobilesand so forth.too many interior surfaces inhibit use by thechildren and their teachers and areprovided only for visual relief.furniture and equipment should be childscaled, safety constructed and be smalland light enough to be easily moved.

fixtures and hardware, such as door knobs,light switches, lavatories, water closets,drinking fountains, mirrors, windows, etc.,should be of appropriate height, scale, andlocation to be effectively utilized by thechildren.colors should be used purposefully to createatmosphere, stimulation, and for individualrecognition of ownership.Infant care should be realized as a growingnecessary service to be provided for by daycare facilities in the future.the outdoor play areas are an integral partof the educational program and shouldreceive thorough consideration whenplanning the facility.

This publication is presented as a workingdocument for utilization by educators, andarchitects. Our intention was not to tell howit should be done but only to suggestperformance criteria necessary for effectiveplanning and design. Optimum condition shouldbe determined independently for each facility;depending on individual location, program, size,budget, and the available resources of thecommunity and staff.

The effective usage and feedback of thisinformation by educators and architects willprovide a long range evaluation, essential forcontinued improvement and development. Aquicker testing and evaluation period could beinitiated by actual construction of a preschoolfacility for the specific purpose of testingand evaluation.

In both cases, only after optimization andevaluation of this information can realisticand meaningful conclusions be formulated,that are necessary for establishing the kindof facility needed for a growing, progressiveeducational attitude now apparent in the U.S.

105

1

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106

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.107

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7,2Mr: I r 7 ..V.V212-4,:?..fra'=2.111r-MTV1 Wir.419.r..470257=11=XIMM:"Lc.f.t.V.r:Z=V2.11i5exam =*5--,a=tumstrazyno war; or,rx,inavy, arittcrinfal:1411:-MV,

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Standford-Binet Performance ofNonretarded and Retarded PersonsMatched for MA and Sex," AmericanJournal of Mental Deficiency, Vol. 74, No.4, 1970.

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