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Furnishings and Equipment
Head Start Design Guide
Interior spaces including entry and circulation areas, staf rooms, class rooms,
common areas, and service areas are addressed as specic elements within thecenter design process. All o these components are considered in this chapter rom
the Head Start Design Guide. his resource can !e used !y program directors and
mem!ers o the agency"s acilities planning team.
he ollowing is an e#cerpt rom the Head Start Design Guide.
$.% General Inormation
$.%.% &ntry and 'irculation
$.%.( Staf Areas
$.%.) 'lassrooms
$.%.* 'ommon Areas$.%.+ Service Areas
$.%. &ntrance and 'irculation
$.%.$ terior ransition Spaces
$.%.- esti!ule
$.%./ 0eception
$.%.%1 2ain 'irculation
$.%.%% Staf Spaces
$.%.%( Director"s 34ce
$.%.%) 5arent6eacher 'onerence 0oom
$.%.%* Staf 7ounge
$.%.%+ Staf 7avatory$.%.% 'entral 0esource Storage
$.( General 'oncepts or 'lassroom Design
$.(.% 'lassroom Areas
$.(.( 'lassroom 7ocation
$.(.) 'lassroom Si8e
$.(.* Separation o Spaces
$.) Scale
a!le $.) 9 5hysical Dimensions o 'hildren
$.* Architectural :orm
$.+ 'lassroom 'omponent Areas$.+.% 'lassroom &ntrances
$.+.( 'u!!y Storage Area
$.+.) Inant and ;oung oddler 'u!!ies
$.+.* 3lder oddler and Head Start 'hildren"s 'u!!ies
$.+.+ 3pen Activity Area
$.+. Activity Area or Inants
$.+.$ Activity Area or oddlers
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Furnishings and Equipment
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$.+.- Activity Area or Head Start 'hildren
$. 7ots and 5latorms
$..% Inant 7ots and 5latorms
$..( oddler and 5reschool 'hildren"s 7ots and 5latorms
$.$ 3ther Areas
$.$.% Art Sinay
$.$.%) Service Spaces
$.$.%* ?itchen
$.$.%+ 7aundry
$.$.% @anitor"s 'loset
$.$.%$ Service &ntrance
$.- 2echanical6&lectrical elephone &uipment
$./ Design :eatures to Avoid
his chapter provides concepts and criteria or the design o the interior spaces o a
Head Start center. Area categories include entry and circulation areas, staf rooms,classrooms, common areas, and service areas.
7.1 General Information
Spaces within the center can !e separated into three maBor typesC % the classroom
and common use areas or childrenE ( the staf areas or teachers and
administratorsE and ) the service areas or servicing the center. he entries to the
center and main circulation pathways uniy these areas. Descriptions or each space
type are as ollows. See 'hapter / or nish recommendations.
7.1.1 Entry and Circulation
he entry includes the transition space, vesti!ule, and reception area where
parents, teachers, children, and visitors enter the acility. he main circulation
provides pathways !etween discreet unctional spaces.
7.1. Sta! "reas
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Furnishings and Equipment
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Staf areas include the director"s o4ce, assistant or secretary"s wor< space, staf
lounge and wor< area, staf toilet, parent6teacher conerence area, and central
resource storage.
7.1.# Classrooms
'lassrooms or inants, toddlers, and Head Start children are specic to the group
using the space. >est practice indicates that these classrooms must have a variety
o spaces to support the children"s care and developmentally appropriate activities.
Architecturally dened spaces within classrooms include the entrance, cu!!y
storage, classroom and teacher storage, diapering station and storage, toileting and
hand washing, sleeping, nursing, and ood preparation. he classroom should have
an art sin
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An entrance door gla8ed with saety glass provides ull visi!ility or children
and adults.
&ntryway visi!ility o classrooms and interesting displays or children can help
to ensure a smooth transition at arrival time.
A reception des< that allows children to see the adult sta4ng reception, i
one is reuired. Fypically centers with a population o $* or more might have
a reception des< to monitor access to the center. he reception des< should
!e simple not a high counter. =ote that the need or a reception des< should
!e discussed during design development !ecause this eature is oten
underutili8ed in e#isting centers.
he main entrance should !e in close pro#imity to an adult lavatory or use
!y parents and staf.
3ther points o entry or the acility include service entry access to the play yards
and the classrooms. he main entry should include an e#terior transition area, or a
covered !ench or good9!yes, shoe9tying and other child6parent interactions. Ideally,
the entry that conorms to ADA dimension reuirements would include a vesti!ule
or energy conservation and a reception area. Secondary entries should have
transition areas !ut do not reuire thermal vesti!ules. Depending on the climate,
porches or mudrooms can serve this purpose. In spaces that are di4cult to monitor,
re egress doors should !e alarmed.
7.1.7 E(terior )ransition Spaces
0ough te#tured ground suraces com!ined with landscaping that
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5rovide views o the short9term9par
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circulation. here should !e at least one accessi!le drin
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7.1.11 Sta! Spaces
Staf areas usually include the ollowing spacesC
Director"s o4ce
Assistant"s or secretary"s wor< space
5arent6teacher conerence area
Area or amily wor
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director"s o4ce or the staf lounge. It should have data connect ca!les and Bac
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small9scale storage within the classroom. his storage is typically wall9mounted
ca!inets in the classrooms. he !ase o these securely anchored ca!inets must !e
no lower than *.+ eet a!ove the nished oor !elow.
he storage room should have open shelving, loc
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separate use areas.
A well9euipped classroom or particular age groups should have the ollowing
areasC
Inant 'lassroom
&ntrance
'u!!y storage
'lassroom and teacher storage
Adult lavatory within the classroom Fpreera!le !ut no more than )) eet
rom the inant classroom entry
Diapering station and storage
Sleeping6cri! area
=ursing area
&ating6ta!le area
:ood preparation area
3pen activity and crawling area or play and development
;oung oddler 'lassroom
&ntrance
'u!!y storage
'lassroom and teacher storage
Adult lavatory within %1 meters o entry
Diapering station and storage
'hildren"s toilets and sin
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'ot storage
3lder oddler 'lassroom
&ntrance
'u!!y storage
'lassroom and teacher storage
'hildren"s toilets and sin
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>loc< area F* suare eet minimum located away rom main circulation
'ot storage
Separate male6emale child9si8ed toilets should comply with ADAAG and with :AS.
I this is a pro!lem, the designers should insure that the doors are low enough F+/
inches ma#. to allow adult supervision.
I windows are installed, they should !e located to allow adult supervision o the
classroom.
he proper 8oning o classrooms is critical to the success o the center. he designer
and users should consult at length.
General classroom design principles include the ollowingC
Discreet unctional areas need to !e included in the design o the classroomeven though they may !e created primarily with urniture.
=oisy and active areas need to !e away rom uiet areas.
he circulation rom euipment such as slides should ow away rom activity
centers.
>loc< play is an essential activity and areas must !e provided where !loc
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!e reerenced. Inants and young toddlers must have classrooms separate rom
other age groups. he design should allow or uture e#pansion in all centers.
7..$ Separation of Spaces
Solid or gla8ed partitions at ull height, doors, casewor
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hile areas o high ceilings in a classroom may !e desira!le, height must !e
modied in spaces that the child perceives as too high to have a residential
character For e#ample, -+ percent o the room is over %% eet high.
'onsider using pendant lighting or ceiling ans hung no lower than $.+ eet a!ovethe occupied oor area !elow. 5endant tas< lighting over #ed elements may hang
as low as +.+ eet as long as headroom is not reuired or passage. 'hoose ans to
improve air ow and energy e4ciency with rotation that can !e reversed. Aside
rom the o!vious mechanical and lighting enhancements that these strategies
provide, they also help tailor spaces to children"s spatial perceptions. In addition,
this provides the opportunity to hang !anners and create trellis ceilings over activity
areas. It is important to ensure that they do not interere with the unction o the
sprinI0H .+ %.1 (.1 ).1 *.1 +.1
>3D; 7&=GH (1.1 (.* )1.1 )*.* )-.1 *%. *+.$
H&AD 7&=GH *./ +./ ./ $.+ $.$ $.- $./
H&AD IDH ).- *.$ +.( +.+ +. +.$ +.$
H&AD 'I0'2:&0&='& (%./ %$.) %-. %/. %/. %/./ (1.%
0=? 7&=GH -.) %%. %(. %). %*.) %+.1 %+.)
SH37D&0 IDH +./ $.1 -.1 -.- /.) /.$ %1.1
'H&S 'I0'2:&0&='& %).1 %$.( %-.$ (1 (1.+ (1.- (%.$
A>D32I=A7
'I0'2:&0&='&=6A %.% %$.+ %-.( -.+ (1.) (1.*
5&7I' IDH *. *. +.% +.$ .( .) $.)
A02 7&=GH $. %1.1 %(.1 %*. .* %.$ %/.-
HA=D 7&=GH =6A =6A ).- *.( *.$ *./ +.1
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HA=D IDH %.* %. %.$ %./ (.1 (.1 (.(
7&G A=D HIGH 7&=GH . -.( /. %(.( %*. %$.( ((./
SII=G H&IGH =6A %$. %/.( (%.( ((.+ ().+ (*.+
?=&& IDH %.+ =6A (.+ (. (.$ (.$ (.$
&IGH I= 53=DS $.+ %.$ ((.1 (-.1 )(.1 )-.1 *).1
?=&& 5I3 3 :7330 =6A =6A =6A /. %1.* %%.) %(.+
?=&& IDH %.+ =6A (.+ (. (.$ (.$ (.$
SourceC Anita 0. 3lds, 5h.D., Architectural 5rototype Document, 'ommonwealth o
2assachusetts, %/-$E Difrient, =., illey, A.0., and >ardagly, @.'., Humanscale %6(6)
2anual, 'am!ridgeC 2I 5ress, %/$*E Society o Automotive &ngineers, Inc.,Anthropometry o .S. Inants J 'hildren, 2ichiganC %/$+.
he height o windowsills and counters depends upon the age o the children using
the space. 7eave %.+ eet !eneath windowsills Fmeasured to the classroom nish
oor so that urniture and euipment can !e placed easily along e#terior walls.
Storeront9type windows starting at the nished oor are not desira!le.
Any urnishings and euipment or children should !e child9scaled. 'ountertop
height and reach depth should provide children with the opportunities to use them
unassisted.
'onsideration should !e given to the adults using the space. 'enter design should
!e !oth adult and child riendly. =ot all elements should !e reduced in scale. Door
loc
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he maBority o the space should !e ree o constructed elements, and urniture
arrangements should !e used to create reuired unctional areas.
he ollowing guidance applies to architectural ormC
ary ceiling heights to dene areas, disperse light, and create interest. Higherceiling heights oten encourage greater activity levels. 7ower ceilings support
uiet activities. he pro!a!ility o higher construction costs must !e
considered in determining the e#tent o ceiling variation.
ary oor levels to create riser lots and low platorms. Sun
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M1.($6S: in energy costs over non9daylit schools. FSourceC &nergy
5erormance o Daylit Schools Innovative Design, ='
5rovide views or children to increase their awareness o their surroundings
and the world !eyond the center. iews should !e provided to the outside,
particularly to play yards. iews to atria and planters, common spaces, otherclassrooms, and circulating pathways also !enet children. indows should
!e located at sills low enough or children to see outside and yet should allow
placement o small9scaled urniture !eneath them.
5rovide visi!ility so teachers have an unrestricted view o the children at all
times in the classrooms and play yards. iews should !e provided !etween
classrooms and other spaces in the center. Any interior doors, with the
e#ception o adult lavatories, should have visi!ility panels. he top sash o a
Dutch door should !e secured when in the open position. Interior gla8ing
allows visual supervision and lets children see others in the center. 5artitions
at the sides o toilets should !e no higher than ).+ eet. :inally, there should!e gates Fwith view panels in inant and toddler classrooms to prevent
children rom accessing
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cu!!y alcove spending time with their children or with teachers or other parents.
he design o the cu!!y area must consider this activity so !ottlenec
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or !o#es, !oots, or e#tra shoes. he !ench in this area should !e a!out %1 inches
high or children to sit comorta!ly while preparing or outdoor activity.
7.%.% 2pen "cti&ity "rea
&ach classroom should have an open, unrestricted activity area, clear o constructed
elements. eachers and children are the architects o this space and should !e a!le
to adBust and alter this e#i!le area in response to their needs and activities. his
can !e accomplished through the use o elements such as curricula euipment and
materials, movea!le panels and demounta!le walls, a!rics, urniture such as
seating or shelving, and display rac
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>lunt corner angles since it is important to avoid acute or /19degree angles
on outside corners proBecting into the space. 5rovide a %6(9inch radius or
!eveled edge on all outside corners o constructed eatures.
Ample counter areas at child height or wor< suraces and display areas.
'onsider a counter near the windows or growing plants and conductingnature studies.
Adeuate electrical outlets to serve counter areas or items such as radios,
tape players, proBectors, and
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=ests and crawl spaces that provide a sae environment or inant e#ploration
can !e constructed with low, permanent, sot !arriers or with mova!le
o!Bects such as crawling tu!es, tunnels, or card!oard !o#es.
7ow gra! !ars at %.+ eet a!ove oor level to help inants pull up to a
standing position may aid an inant"s sense o security while developingwal
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area. Art sin
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0ecessed constructed areas provide inants with large, contained spaces in which to
move and e#plore. 7ow retaining sides allow inants to pull themselves up and
move. Similar porta!le low !oundaries also might !e efective. se caution i
planning to permanently construct such an area as a permanent installation could
reduce classroom e#i!ility.
7.'. )oddler and 4reschool Childrens 6ofts and 4latforms
7ots enhance toddler and Head Start classrooms !y ofering the ollowing
advantagesC
'hallenging, large9muscle activities
Small intimate spaces
Additional spaces or e#ploration
3pportunities or a child to view the environment rom another level
A classroom with more character
he ollowing design reuirements should !e considered in the design o a lot or
toddler and Head Start age groupsC
7ots should !e no higher than ) eet a!ove the nished oor or toddlers and
*.+ eet a!ove the nished oor or Head Start children. he design should
minimi8e conict and allow more than one child at a time to use the space.
:or instance, ofering stairs going up and a slide coming down can minimi8e
congestion and possi!le conict.
7ot eatures should meet the denition or all 8ones and have resilient
suraces, as prescri!ed !y the '5S'"s Hand!oo< or 5u!lic 5layground Saety.
0eer to 'hapter , Section .$.+, 5lay ;ard Suraces.
7ots should meet applica!le local, state, or other standards.
Guardrails should !e provided to protect children rom alling rom raised
areas.
oddlers should have guardrails on any constructed surace more than %1inches a!ove adBacent suraces. Head Start children should have guardrails
on any raised surace more than (1 inches a!ove oor level. he top o the
guardrail must !e at least (.+ eet a!ove the platorm, or in accordance with
local codes, whichever is more stringent. 3penings !etween ).+ and / inches
should !e avoided to prevent head entrapment and openings !etween 1.)
inch and % inch should !e avoided to prevent nger and hand entrapment.
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5rotective !arriers should !e provided on all raised suraces (.+ eet a!ove
oor level or higher or Head Start and younger children. 5rotective !arriers
can !e vertical slats or acrylic panels For clear visi!ility. 3penings in these
panels should !e no larger than ) inches to prevent entrapment. Avoid using
hori8ontal rails that allow clim!ing.
All protruding corners should have a minimum radius o %6( inch.
eachers must !e a!le to see and reach all areas o a lot.
he lot should present an image o saety and should not include overly
challenging elements, such as cantilevers or narrow !ridges.
7evel changes should !e appropriate to the age group and accessi!le !y
ramps, steps, or ladders. wo children should !e a!le to use the steps and
ladders at the same time. 0iser heights or stairs should !e a ma#imum o +
inches or toddlers and Head Start children. 2inimum tread depth should !e
appro#imately %% inches. Stairs and ramps should !e a minimum o ) eet
wide.
Handrails should !e provided or all stairs and ramps at (( inches a!ove the
leading edge o the treads. All handrails should adBoin the wall to avoid the
possi!ility o inBury. Handrails should meet state, tri!al, and local codes.
7.7 2ther "reas
In addition to reuired spaces in the classroom, others located elsewhere in the
center can provide speciali8ed activity settings or children, teachers, and parents.
hese areas should not !e considered part o the minimum reuired activity suareootage area.
7.7.1 "rt Sin:s
:or toddler and preschool classrooms, HS> suggests providing a stainless steel sin recommends providing
childproo latches or loc
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2eal and snac< times in the classroom are opportunities or children and their
teachers and visiting adults to enBoy social interaction in small groups, such as the
amily would at home. A parent may Boin the child at the ta!le to share lunch.
sually, this area is part o the open, unrestricted portion o the classroom and is
used or other activities during the day.
Small inants are held during !ottle9eeding, while older inants who are a!le to sit
may !e placed in a low high chair while !eing ed sot oods. raditional high chairs
are not recommended !ecause o the ris< o alling and tipping and the reduced
opportunity or social interaction.
5rovide low stools or the teachers to sit on while eeding older inants. 5rovide a
gliding chair or other comorta!le chair or a teacher to sit in while !ottle9eeding.
7ocate the inant eating space near the ood preparation area, away rom the open,
unrestricted area where other children may !e moving a!out. ;oung toddlers may
!e seated together at the same low ta!le. 0ectangular ta!les ma
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millwor< or reestanding mova!le units. here appropriate, open shelving should !e
considered to create an open eeling in the classroom. I shel !ac suggests providing a versatile, large, indoor open area or
activities. A multipurpose space is especially important when large9muscle activity
typically occuring on a playground must ta
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his indoor space also can !e used or group gatherings or meetings. =ote that use
o multi9purpose space should never !e considered an adeuate permanent
su!stitute or playing outdoors.
5lay euipment should !e considered careully to ensure that it can !e used within
the connes o an enclosed room. Such a room may have eatures, such assprin
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storage or rst aid supplies. A !oo
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A separate hand9washing sin
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Storage or all utensils and euipment of the oor in clean, dry, closed
spaces.
:ood storage, preparation, and service areas placed in areas without sewage
or drainpipes a!ove.
Ample electrical outlets out o children"s reach with ground9ault interruption
FG:I in wet areas.
7.7.1% 6aundry
7aundry rooms should only !e accessi!le to adults. hey should !e located near the
inant6toddler classrooms and convenient to ood service areas. :or acoustical
purposes and to ensure adult9controlled access, the laundry rooms should !e away
rom children"s areas and have loc
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o protect indoor air uality rom the potential impact o cleaning and maintenance
activities, the ollowing should !e consideredC
:ully enclosed areas with separate outside e#haustE
=o air recirculation E
=egative pressure where chemical use occurs, as descri!ed in 7&&D ersion
(.1E and
Automatic chemical mi#ing dispensers to assure correct dilutions o cleaning
materials.
7.7.17 Ser&ice Entrance
A
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Sin