DOCUMENT RESUME

ED 069 034 EA 004 596

TITLE Parent-Child Educational Centers: A Facility forEarly Childhood Education Ages, Infancy to SevenYears.

INSTITUTION Arizona State Univ. Tempe.SPONS AGENCY Educational Facilities Labs., Inc., New Y-rk, N.Y.;

National Inst. of Mental Health (DHEW), bethesda,Md.

PUB DATE Jan 70NOTE 22p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Building Plans; *Child Development Centers; City

Planning; *Early Childhood Education; EducationalEnvironment; Flexible Facilities; Nongraded System;Parent Participation; Parent Teacher Cooperation;Physical Environments *Planning (Facilities); ProgramDesign; Public Schools; *School CommunityRelationship; School Design; Site Selection; SpaceUtilization

IDENTIFIERS Arizona; Litchfield Park; Parent Child EducationalCenters

ABSTRACTA Parent-Child Educational Center is a coordinating

activity purposing to serve parents along with their children from achild's infancy through the age of seven. Such a center is carried onthrough the mutual initiative and involvement of parents andprofessional staff. The center serves parents by (1) providing forthe developmental well-being of their infants and young children, and(2) assisting them in the achievement of continuous and increasedeffectiveness in their parental skills. The model project, designedspecifically for the climate of Arizona, has shaded outdoor educationspaces, wide-overhangs, and parent-teacher conference and work areasplaced throughout the activity spaces between the indoor and outdoorareas. (Photographs may reproduce poorly.) (Author/EA)

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The planning for this facility developed as a part of the overall planning for the newcity of Litchfield Park, Arizona. The projected educational program for the Centerswas developed with the aid of funds from the National Institute of Mental Health.The facility planning was supported by the Educational Facilities Laboratories, Inc.,which provided funds for the development of educational specifications, architecturalservices and for the printing of this brochure.

Many persons, including nationally recognized consultants, participated in the de-velopment of the proposed program and the facility plans described in this brochure.Dr. living W. Stout, Professor of Education at Arizona State University, was the Pro-gram Director of the NIMH portion of the study. Mrs. Wynn Wright and Mr. CharlesMedeiros served as graduate research fellows, and Dr. Arthur R. Bertoldi developedthe educational specifications based on the NIMH study as a part of his doctoral study.Doyle Flynn & Associates as Architects provided their creative talent.

The cooperation and support of the lc school districts in the Litchfield Park area,the Litchfield Park Properties, Inc., the developers of the new city, the National Insti-tute of Mental Health, a number of University departments, the consultants, and theEducational Facilities Laboratories, Inc., is duly recognized with deep appreciation.

January 1970

Harold E. Moore, Project DirectorProfessor of Education, College of Education

Arizona State University, Tempe, Arizona 85281

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.t of the overall planning for the neweducational program for the Centersational Institute of Mental Health.

cational Facilities Laboratories, Inc.,icational specifications, architectural

I consultants, participated in the de-ity pla t; described in this brochure.rizona ate University, was the Pro-. Mrs. Wynn Wright and Mr. Charlescl Dr. Arthur R. Bertoldi developed

study as a part of his doctoral study.1 their creative talent.1 districts in the Litchfield Park area,rs of the new city, the National I nsti-partments, the consultants, and therecognized with deep appreciation.

Harold E. Moore, Project Directorof Education, College of Education

te University, Tempe, Arizona 85281

US DEPARTMENT OF HEALTH.EDUCATION E. WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPROOUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGMATING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EOUCATION POSITION OR POLICY

ArchitectureEnvironmentalPlanningLandscapeArchitecture

Doyle Flynn & Associates

GraphicDesign

Michael B. Weidman.

SketchesDennis Hartley

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A feature of the new city planning is neighborhoodsundisturbed by the main traffic arteries, coordinatedwith and related to the community planning. Aunique feature is the concept of education as the co-ordinative factor in community life. This is in recog-nition of the school as a primary and major socialinstitution.

The Parent-Child Educational Center is not aprologue to school. It is school in the most vital senseof the word; a form of school that largely ceased tofunction with industrialization and urbanization butwhich was operated entirely by parents through theirfamily life and livelihood in agricultural and earliersocieties.

The PCEC has been developed as the beginningunit of the public school system. It is defined as a co-ordinating activity purposing to serve both parentsand children from infancy through seven years ofage, and is carried on through the mutual initiativeand involvement of parents and professional staff.The mutual involvement of parents-children-staff,which is a distinguishing feature of the PCEC, is thebeginning of continued similar involvement in theContinuous Growth Program of the middle and lateryears of the proposed public school program. Thebasic purpose is two-fold, i.e., to be of service to par-ents (1) in providing for the developmental well-being of their infants and young children, and (2) inachieving ever-increasing effectiveness in their par-enting skills.

The PCEC is defined as an "activity" ratas a "place," since the daily living and leiparents and children is essentially active anand it is this daily living on which antfocused.

The approach to school learnings in a PChaphazard. It is a thoughtful, consideredbegun in infancy. It looks upon the earlywith awareness of the significant relationthose of infants and young children to the (

are commonly thought of as school learninBoth the early and school learnings con

the structure of the public school system ofPCEC is proposed as the beginning unit.intent is to understand each child's individbilities in order to provide for the learningthose capabilities as they become evident.

The educational program is a continuousnon-graded, with children moving freely wibetween learning segments as their individtFess allows. This attention to individual deveand the opening of the way to the learningsthe individual child does not mean that leango on in individual isolation. Rather, it gowhatever groupings come about naturallythrough child, teacher, or parent initiative

Although the PCEC concept is equally atto all geographical regions, the model probeen designed specifically for the sunn:. cliArizona with its warm and pleasant winters.

e PCEC is defined as an "activity" rather than"place," since the daily living and learning ofits and children is essentially active and mobile,it is this daily living on which attention ised.e approach to school learnings in a PCEC is notazard. It is a thoughtful, considered approachn in infancy. It looks upon the early learningawareness of the significant relationships ofof infants and young children to the ones that

ommonly thought of as school learnings.th the early and school learnings come withinructure of the public school system of which theC is proposed as the beginning unit. The basict is to understand each child's individual capa-es in order to provide for the learnings that fitcapabilities as they become evident.e educational program is a continuous process,,railed, with children moving freely within andeen learning segments as their individual prog-flows. This attention to individual developmenthe opening of the way to the learnings suited toidividual child does not mean that learning will1 in individual isolation. Rather, it goes on inever groupings come about naturally, eitherigh child, teacher, or parent initiative.though the PCEC concept is equally applicableI geographical regions, the model project hasdesigned specifically for the sunny climate ofma with its warm and pleasant winters. Shaded

outdoor educational spaces therefore nearly equal inarea the enclosed spaces. Wide overhangs, which inpart form the covered outdoor spaces, also afford sunprotection for the interior spaces.

Parent-Teacher conference and work areas arestrategically placed throughout the activity spacesbetween the indoor and outdoor areas. Similarly thehygiene and clothing storage areas are related to bothindoor and outdoor activities.

The bi-level central core contains the administra-tive, planning, and programming functions on thefirst floor and the parent center on the mezzanine.Xis() on the periphery of the mezzanine is a viewingbalcony which affords parents, staff, and visitors anopportunity to observe, study, and compare the ac-tivities of the children in the spaces below.

As a neighborhood facility, the PCEC is in inti-mate relationship with low density housing. Thus thecharacter of the architecture is residential in scale.

The model Center is accessible to the neighbor-hood by both residential streets and a pedestrian andelectric cart pathway system so designed to elimi-nate crossing of traffic lanes.

Fundamental to the plan fora Parent-Child Educat ional Cent er is thethat parents, being concerned with the developmental Nvell-being of t 1will involve themselves willingly in designing a program providing I h

Further, it is assumed that educational workers are likewise conthe developmental well-being of the children and that herein isbond for mutual involvement which it is believed parents will welt

It is further assumed that such mutual involvement will contrailtively to the developmental well-being of the children and to the mawholesome family relationships and thus to strong family life in thewhich is commonly recognized as the foundation of American society

Still further, it is assumed that the totality of a child's living isconcern of both parents and educational workers. This suggests a blschool and out-school activities that are projected in the programChild Educational Center.

Finally, a review of research concerning early childhood learningfering in degree and detail, is in general agreement concerning theand potential of early 'earnings.

Together these assumptions have formed the basis for the typeand facility developed for a "school" called a Parent-Child Educati

l®7 rieA Parent-Child Educational Center is a coordinating activity purpo:both parents and children from infancy through seven years of ageabouts) and is carried on through the mutual initiative and invlparents and professional staff.

The basic purpose is twofold, i.e., to be of service to parents ( I ) i

for the developmental well-being of their infants and young childrenachieving ever-increasing effectiveness in their parenting skills.

Parent-Child Educational Center i. ine assumptionwith the developmental well-being of their children,

gly in designing a program providing therefor.. educational workers are likewise concerned withg of the children and that herein is the commont which it is believed parents will welcome.such mutual involvement will contribute construe-ell-being of the children and to the maintenance ofps and thus to strong family life in the community,I as the foundation of American society.that the totality of a child's living is properly theeducational workers. This suggests a blending of in-ies that are projected in the program for a Parent-

.11 concerning early childhood lemmings, while dif-in general agreement concerning the significance

gs.is have formed the basis for the type of programschool" called a Parent-Child Educational Center.

enter is a coordinating activity purposing to servem infancy through seven years of age (or there-rough the mutual initiative and involvement of

d, i.e., to be of service to parents (1) in providinging of their infants and young chiltIren, and (2) intiveness in their pare.. .ing skills.

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The Parent-Child Educational Center, as the beginning school, has four distinguishing features tcin the definition thereof: the concept of it as an activity; the age-range of the children; the muinvolvement of parents and staff; and its coordinating function.

ginning school, has four distinguishing features to be foundactivity; the age-range of the children; the mutuality ofnating function.

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The Parent-Child Educational Center is defined as an activity, rather than as a place, since theand children is essentially active and mobile and it is on this daily living that. attention is focused.

In defining the Center as an activity the term is used in a collective sense; as encompassing sudaily living, as may be of concern to the parents at any given time and as may be of immediate sigdren's developmental well-being, as seen by parents and professional staff.

As indicated in the definition, the interest of Parent-Child Educational Center covers the periodseven or thereabouts.

This is the period of early childhood with the children moving on to the middle years of their dend of their seventh year. This indeterminate point accounts for the "thereabouts" in defining tlchild's progressing to the next unit of the public school. It is an individual matter.

It is an innovative step to extend public school concern downward from the usual school entraiwidely i different schools) to infancy. The sanction for doing so is found in the defensible inteducators in both the totality and the continuity of the child's learning.

Total and continuous learning suggests interest in all of the learnings going on in the natural c(and an intent to make them more effective.

While infants and young children are included in the school's concern, this does not point to anThe word "educational" in the name of the Center signifies the basic emphasis to be found in all orelate both to the children and to parents. Nor will the activities of the children be a prolongkindergarten program.

ty, rather than as a place, since the daily living of parentslaily living that attention is focused.collective sense; as encompassing such phases as the total

time and as may be of immediate significance in their chil-fessional staff.

ucational Center covers the period from infancy through

mg on to the middle years of their development about thefor the "thereabouts" in defining the probable time of a

n individual matter.wnward from the usual school entrance age (which variesoing so is found in the defensible interests of parents andd'g learning.e learnings going on in the natural course of development,

ol's concern, this does not point to any baby-sitting service.he basic emphasis to be found in all of its activities as theyivities of the children be a prolonged nursery school or

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noqoeAfiq ®c CipaucAu@tThe involvement of parents with the professional staff in carrying on the activities of the Center is ssince parents abwe all others must be concerned with their child's developmental well-being and with theing skills.

Parents and professional staff involvement in the Parent-Child Educational Center is active, purposefgether, planning together and carrying out of plans together.

Parents can bring knowledge and personal information to the program which no one else can. Theseunderstanding of their children; their hopes and aspirations for them; their own individual sense of yakabout the children's learnings and what they want them to be; their ideas about their parenting skills atwhich they wish to increase the effectiveness thereof; their feelings about their family living and what tbe. They also bring their personal and specialized talents and skills in various areas which may providcontribution.

Thus the Center has an overall concern with children which combines parents with professional staff itnot temporary but continuous. It is also a two-way involvement and a voluntary one.

eapdicaaBy definition the center is a coordinating activity. The word coordinating is significant in pointing out hofunctions. Mutual involvement is, in itself, coordinating in the dictionary definition, which says to coordinrinto common action; to harmonize action; to act together in a smooth, concerted way.

The special interests, abilities and skills which the family, other children and adults, staff and the profeto the program will be coordinated so that the activities can move on smoothly with mutually shared and plosibilities. This relationship may extend to other community institutions and agencies.

Coordinating includes the provisions made for children based upon their individual states of growing and 1means that the selection, arrangement, use of materials, equipment and all physical provisions will be designchildren and the purposes to be served. It means that a continuous program of learning activities will be arthe changing needs of each child.

o ®crying on the activities of the Center is seen as naturalld's developmental well-being and with their own parent-

Id Educational Center is active, purposeful, working to-

ie which no one else can. These include theirr them; their own individual sense of values; their ideastheir ideas about their parenting skills and the point at

lings about their family living and what they want it toskills in various areas which may provide a significant

combines parents with professional staff in a way that ist and a voluntary one.

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rdinating is significant in pointing out how the Centerctionary definition, which says to coordinate is to bringooth, concerted way.r children and adults, staff and the profession: .1 bringon smoothly with mutually shared and planned respon-

utions and agencies.pon their individual states of growing and leaning. Thist and all physical provisions will be designed to fit the

is program of learning activities will be aranged to fit

w hfflEPS0q®rierAgThe program of the Parent-Child Educational Center is taken as referring to`.

. all of the means by which the purposes of the Center are accomplished."Through the involvement of parents and because of the close relationship withthe homes, some of the activities can be expected to take place in the homes andsome, naturally many, in the Center location. All are thought of as being includedin the "program." The program is a flexible one allowing for initiative on thepart of parents, children, and professional staff thereby making it possible to ad-just to changing needs, interests, conditions of the moment, and to adopt someinnovative procedures that are promising. This does not mean that the programis haphazardly organized or subject to whimsical change. The intent is to keep itorderly but not rigid.

There is flexibility in the expectations held for the children, flexibility thattakes account of individual characteristics, or varying conditions that touch uponhealth, home affairs, or unexpected events in some child's living, and the like. Itis this flexibility in adjusting the program to individual situations that allows fora wide range in the time of "beginning school" for different children. It is recog-nized that some are ready for more structured learning opportunities sooner thanothers and some can take more of it at a time than others.

The subject matter of the Center is thought of from two standpoints: subjectmatter of learning as it relates to the children and subject matter as it relates tothe parents as they go about increasing the effectiveness of their parenting skills.Method in the Center is the way of doing all that is done; the procedure andthe process by which the purpose of the Center is accomplished.

st I a-en as referring toire accomplished."

relationship within the homes and

f as being includedinitiative on the

g it possible to ad-nd to adopt somethat the program

intent is to keep it

en, flexibility thatns that touch upong, and the like. Itons that allows forildren. It is recog-inities sooner than

ndpoints: subjecttter as it relates toit pr renting skills.he procedure and

In making provisions for the children it is consistentwith continuous learning for each child that thereshould be no division into grades.

This non-graded plan allows for free informal group-ings of children as different interests and purposes.indicate. It allows individual children to join with onegroup or another instead of being held always withthe same one. This puts grouping on the basis of in-dividual need and removes many of the limitations tolearning incident to fixed grouping.

This does not embody erratic, whimsical moving ofchildren without any specified purpose. Purpose is thebasis of all grouping under this plan. While it allowsfor free movement, it is this freedom of movementwithout fixed grouping either on the basis of age, sub-ject matter to be learned, or number which allowsyounger children to move into informal groups oftenmuch earlier than might otherwise be the case.Equally important, it makes it possible for them notto be in groups until it is natural and easy for them tomake their way with others.

The involvement of parents, while a voluntarymatter for those with children under four years of age,will be strongly encouraged by developing the educa-tional activities of the children under four and those forchildren from four to seven as a continuum. While suchactivity will vary from time to time because of homeconditions, family activity and interest, it is expectedthat a large percentage of all children from infancythrough seven will be enrolled.

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Some community services not at first essential tothe Center's activities may later be needed andcan be planned for as parents and staff work to-gether.

In a newly developing area, these might includephysical and mental health services, social workand guidance services, safety, recreation, library,and family living which may not be available and

5

could be provided through the Centeappropriate agency for handling thenlished in the community.

As parents become involved in thethey may develop suggestions of whatuseful to them, to their children, to tiand their children. They will naturallyprofessional staff for answers to questic

be provided through the Center until thepriate agency for handling them is estab-in the community.parents become involved in the planning,

may develop suggestions of what they see as1 to them, to their children, to their friendsheir children. They will naturally turn to thessional staff for answers to questions, for spe-

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cific help or to share the enjoyment of some bit ofdevelopment and learning. This suggests planningfor exchange of ideas between parents and pro-fessional staff; for gathering resource materialsand making them available for use; for referral tosome other source for service when a need ariseswhich the Center is not equipped to handle.

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ct@The school site size and shape should be sufficiently proportioned and largeenough to allow the proposed building(s) to fit functionally on the site, therebyallowing the "indoor" and "outdoor" areas to be designed interrelatedly andcontiguously.

The school site should be aesthetically pleasing to young children and shouldcontain as many natural and "man-made" characteristics of topography andlandscaping as is possible, such as trees, shrubs, mounds, hills, rocks and streams,that will provide many varied, enriching "outdoor" experiences for young chil-dren.

The school site should be readily available, accessible and spacious enough toaccommodate a variety of activities for young children. Landscaping should bedesigned for its educational function, protection, privacy and screening quali-ties, aesthetic value and ease of maintenance.

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nd large The needs of the children and the educational program determined the buildingthereby design and structure. The form followed its function. As a transitional school

.,dly and between "home" and "formal schooling," schools for young children should ex-press their own "character" by combining some of the functions, and qualities of

d should both home and school.phy and The school buildings) should be aesthetically pleasing and proportioned tostreams, the scale, order, arrangement and sensitivity levels of young children. The schoolung chil- building should be cheerful, colorful, well-lighted, dry, sanitary, safe, quiet, acous-

tically treated, properly ventilated and thermally controlled for overall comfort.nough to The school building(s) should provide all activity areas for young children above

ould be ground level and preferably on the first floor level.g quali- The school building should be designed to provide for future expansion and

growth, flexibility, versatility and mobility to meet the comprehensive and indi-vidual needs of young children and the modern PCEC early childhood educa-tional programs.

36

-3-1=bcPsca[al@ayThe facilities should vary and be flexible in their arrangement, sizes, challengesand interest appeal, in order to permit activities of interest for individuals andgroups of children of different sizes and stages of development.

Young children love to learn, touch, explore and are naturally inquisitive.Facilities therefore should provide varied opportunities, both indoors and out-doors, for observing, touching, experimenting, exploring, discovering, thinking,inventing, constructing and creating.

Early childhood educational programs and their responsive educational en-vironment ( facilities) should promote the specific goals of the program andfoster a quality of living that provides for total and continuous growth. Theprogram and facilities should meet the basic health, physical development, at-tention, acceptance, warmth, security and individual needs of young children.

FR,cautigiomagGAThe physical environment affects learning and influences human relationshipsin the school; therefore it should be functionally planned to promote all aspectsof children's educational development physical, mental, social and emotional.

In addition to the selection of buildings, materials and equipment, equal con-sideration should be given to the social and emotional climate (atmosphere),aesthetics, and natural stimulations that affect the educational and physicalenvironment.

The selection and arrangement of the children's activity spaces should bebased upon the developmental needs and interests of the children involved.The activity spaces should facilitate an efficient functioning environment andmeaningful interrelated experiences between all activities, "indoors" and "out-doors."

31

s, challengesividuals and

inquisitive.ors and out-g, thinking,

'cat ional en-rogram andgrowth. Thelopment, at-ng children.

elationshipse all aspectsI emotional., equal con-mosphere),nd physical

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S For proper temperature control (cooling and heat-ing) the thermostats should be located at one-halfchild's height, so that the temperature takes into

5)1account the level of air in which the child is moving.Standard temperature and ventilation for young

C2/ children is between 68 degrees and 70 degrees. Ther-mostats should be covered or key-operated to pre-

@ vent children's play.Some visability windows should be low enough to

allow children to look outdoors. Safety glass or clearplastic visability strips should be used when win-dows are related to play areas.

Educational Unit doors should be lightweight andeasily opened by young children. They should openlJ outward, be equipped with low panic locks andshould not be able to be locked from inside.

Ramps are preferred over stairs, but where stepsare used, handrails on staircases should be adjustedto the height of young children. Stair treads andrisers should equally be adjusted to the youngchild's foot size levels.

All educational spaces should have acousticaltreatment of ceilings, walls and floors, for sound con-ditioning to reduce the noise levels of active children(thereby reducing the need of restricting children'srobust, noisy activities).

All electrical outlets in instructional areas shouldbe placed high and out of reach of young childrenor equipped with safety covers. In office areas andwork spaces, the electrical outlets should be placedto accommodate electrical typewriting and officeequipment.

Where self-help is desired, light switches shouldbe adjusted to the height of young children. Inareas where it is not desired to have children playwith or use light switches, they should be placed outof reach or equipped with a key switch.

The school building and education:should be free from protruding objectfeature. All walls should be hard, smoowashed. Bathroom walls, at least 4 feetbe tiled or protected with anothermaterial.

It is commonly agreed that classrooiwell-lighted and free from glare. How(of the nature of the young child and thtion of his activities in working and I:sections of the room, on the floor, tablEertops, and in facing in all different dirworking, adequate lighting which awl(is needed in all sections of the indoorspace.

The indoor instructional space shoolow wash and play sink and low drinkifor children.

Ample indoor storage space shouldfor private teacher storage of materialsbelongings in teachers' workrooms intional unit.

Floors should be warm, free from dratcleaned. Carpets may be used but eelcenters require a hard surface. The flocresilient and noise resistant.

The safety precautions in a school fodren depend largely on the absence cpreference to telling children don't door that, and include the following alsharp corners and edges; provide noramp, and stair surfaces; provide safeigates around pools and other hazardouslatches on doors to prevent slamming;gerous supplies out of the reach of yotprovide readily accessible fire extinguall heating units.

The school building and educational area wallsould be free from protruding objects as a safetyature. All walls should be hard, smooth and easilyished. Bathroom walls, at least 4 feet high, should

tiled or protected with another water-proofaterial.It is commonly agreed that classrooms should beAl-lighted and free from glare. However, becausethe nature of the young child and the diversifica-m of his activities in working and playing in allctions of the room, on the floor, tables and count-tops, and in facing in all different directions whileAcing, adequate lighting which avoids dead spotsneeded in all sections of the indoor instructionalace.The indoor instructional space should provide av wash and play sink and low drinking fountainschildren.

Ample indoor storage space should be providedprivate teacher storage of materials and personal

longings in teachers' workrooms in each educa-nal unit.Floors should be warm, free from drafts and easilyaned. Carpets may be used but certain interesttern require a hard surface. The floors should be

ilient and noise resistant.he safety precautions in a school for young chil-n depend largely on the absence of hazards inference to telling children don't do or touch thisthat, and include the following advice: avoidrp corners and edges; provide non-skid floor,p, and stair surfaces; provide safety latches on

tes around pools and other hazardous areas; placeches on doors to prevent slamming; lock all dan-us supplies out of the reach of young children;vide readily accessible fire extinguishers; coverheating units.

Ample parking facilities to accommodate staff,parents and visitors should be provided. The park-ing lot should be located as close as possible to anentrance and exit area, preferably with a coveredwalk, to enable young children and visitors to easilyenter or leave school. Parking spaces should be pro-vided for teachers.

All school buildings for young children should beprovided with the electrical power and conduits re-quired to accommodate the electrical and wiringprovisions required for television; other audio-visualand communications equipment; computerizedequipment; atmosphere conditioning equipmentand the other technological advances of the future.

Indoor space and arrangements should be de-signed to the sensitivity scales and proportionallevels of young children. Everything the child usesshould be low and at eye level. Service facilitiesshould be designed low for independent use.

In order to encourage independence and self-help,equipment that is to be freely used by the youngchild should be stored in open, low shelves or cup-boards within the activity interest area.

The imaginative use of earth forms, landscapingand fencing should be incorporated in playgroundsfor young children in order to identify the interrelat-edness and/or independence limits of the varioussimple and complex outdoor activity areas.

A variety of playground surfaces is desirable foryoung children: land for digging, grass for rolling,earth, gravel and soft surfaces for safety, and hardsurfaces (walks) for wheeled toys.

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Modern schools for young children require flexible"open" indoor space facilities, in order to provide forthe varied arrangements of interest centers and theinterchange between learning activities desired in con-temporary educational programs for young children.Interest center space should be flexibly designed, withmobile dividers and partitions that will enable theteacher to increase or decrease the space required ac-cording to children's needs.

The overall indoor "open" space, as well as eachindividual activity area should be sufficiently"squared" or "circularly" proportioned and largeenough to allow the interest centers to be functionallydesigned, interrelatedly arranged and properly super-vised.

Indoor and outdoor space and arrangements shouldbe designed to the sensitivity scale and proportionallevels of young children. Everything the child usesshould be low and at eye level. Service facilities shouldbe designed low for independent use.

37

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The ideal playground for young children is a grassyarea on a sunny, sheltered side of a building. This areacould have trees for shade and climbing, a pond forwater play, a garden and sand for digging. Additionalnatural stimuli and environmental conditions that willencourage the healthy activities of running, jumping,rolling, climbing, digging, lifting, swinging, sliding,pulling, pushing, crawling, creeping, skipping, balanc-ing, walking, throwing, riding, reaching, and bendingshould be provided. Where natural conditions are notavailable to provide such activities, a combination ofman-made playgrounds and equipment and naturalconditions should be substituted. Outdoor playgroundactivity areas and spaces for young children shouldinclude the following list of suggestions:

Climbing apparatus ( towergym. jungle gym, ropes,monkey bars, trees, ladders,etc.)

Play sculptureWalls and play stepsSlidesSwings (lire strings. traveling

rings)Merry-go-roundsSee-saws. teeter totters. rocking

boats, rocking horses, springanimals. etc.

Building area (large outdoorblocks, boards, constructionequipment, packing boxes,barrels, etc.)

Ouldcor workbenchwoodworking

Water play area (pools)Sand boxGarden space (planting and

digging areas)Animal farm -- science area,

nature area

A grassy slope for rolling,climbing, etc.

Open grassed area for runningand playing

A diet hill. sand pit for digging"Outdoor Lab." "Adven lure

Play Area." "Junk Yard"Tree housePlay houseLarge concrete pipe for creeping

and crawlingOpen play fieldsNature areas for exploring and

discovering (landscapedarea)

Picnic areaQuiet area t place to be alone)Hard surface area or walks for

wheeled toysOutdoor clothing storage and

dressing areaWaterproof outdoor storage

area for equipmentOutdoor drinking fountain

( access and lavatory area)

The imaginative use of earth forms, landscaping andfencing should be used in playgrounds for young chil-dren in order to identify the interrelatedness and/orindependence limits of the various simple and complexoutdoor activity areas.

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INEN:411 aVitagir-61

1. Entry2. Reception3. Director4. Infants5. Age One6. Age Two7. Age Three8. Age Four9. Age Five

10. Age Six11. Age Seven12. Kitchen13. Service14. Parent Center, Library and Resource Center15. Conference16. Psychologist17. Research and Evaluation18. Social Worker19. Conference20. Staff Lounge21. Men22. Women23. Viewing Balcony24. Parent and Teacher Conference and Work Room25. Typical Boys and Girls Restroom and Storage Area26. Service Court27. Outdoor Instructional Space28. Covered Outdoor Instructional Space29. Animals and Plants30. Parking for Bicycles and Electric Carts31. Pathway System