Community Investment Resource Collaborative for Kids Guide3

Developing Early Childhood Facilities

Designing Early Childhood Facilities

Equipping and Furnishing Early Childhood Facilities

Creating Playgrounds for Early Childhood Facilities Community Investment Resource Collaborative for Kids Guide Published by the Local Initiatives Support Corporation/Community3 Investment Collaborative for Kids Written by: Mav Pardee

Illustrations on pages ii, 16 by: D.W. Arthur Associates

June 2005

The author and publisher are solely responsible for the accuracy of the statements and interpretations contained in this resource guide. Contents CONTENTS

Introduction 1 Planning for Infant and Toddler Care 17 Planning a Classroom 2 Entry to the Infant or Toddler Room 17 Making a Scale Drawing 2 Caregiving Functions 18 Developing Room Layouts 3 Play Areas 19 Determining Classroom Occupancy 4 Guidelines for Developing Activity Purchasing Furnishings 22 Areas or Learning Centers 5 Plan for Children with Disabilities 6 Resources 24 Classroom Entry 6 Cubbies 7 Appendix I 25 Learning Centers and Activity Areas 8 Cost of Equipment Activity Areas Within the Active Zone 8 Worksheets For Planning Room Furnishings Block Center 8 Dramatic Play 8 Appendix II 33 Indoor Active Play 10 Materials Used in Classroom Furnishings Music and Movement 10 Activity Areas Within the Quiet Zone 11 Appendix III 37 Book Corner 11 List of Catalogs Computer Area 11 Table Toys 12 Activity Areas Within the Messy Zone 13 Art 13 Discovery Science 13 Sand and Water 14 Special Activities 14 Cooking 14 Woodworking 15 Storage 15

i “A meaningful environment has spaces with assigned purposes. In childcare,

space plays many different roles - it is a place to play, eat and sleep. It is also a

Aplace for children to belong and learn.”

Quoted from “Early Childhood Environments that Work” by Rebecca T. Isbell and Betty Exelby, Gryphon House, Inc., 2001. INTRODUCTION 1 Ask vendors upcoming about sales or discounts. Staff room Staff Meeting rooms Parent room resource Kitchen on not Focus and on durability, quality savings. cost immediate help you create Purchase will items that a warm and inviting environment in your center and classrooms. inspire, will andSelect items that not and creativity learning. children’s inhibit, Look furnishings for and equipment in and blend colors textures that of the features harmoniously other with space. vendors with known quality Work high for and long-lasting and products, who provide warranties and replacement parts. Reception area Indoor space gross motor Offices

■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ The is physical the center of your environment aspect visible most of program quality. Careful planning create you an space of your help will teachers can where theenvironment provide best carepossible and education young children. for There are a number of general guidelines to are to a numberThere general of guidelines planning in mindkeep when all center’s of your andequipment furnishings purchases: and classroom design. is equally It important that remember to these regulations serve as minimum standards. While every must center withcomply allcodes relevant and regulations, earlymost childhood programs aspire will to of quality. a higherachieve level This focuses guide equipping on and furnishing classrooms – the critical most children’s when However, care of a child component center. is important it upgradingbuilding or a center, planto all and of the for and budget equipment furnishings the neededfor variety of support spaces that have. centers These most spaces may include:

and they how may affect choices equipment your Many state and local regulations the govern use of carechild space. At a minimum these regulations care child licensinginclude and building and fire codes. begin you arrange to Before and your equip space, familiarize with yourself these regulations experience, the accreditation of the guidelines National Association the for Educationof Young (NAEYC),Children wisdom shared by longtime early childhood educators, and the publications described in the section Resources. on The guide isThe organized plan guide you your help to space, beginning with an unfurnished room. The information has been shaped by years of of space to support the development of of the development support to space of children. young The guide focuses programs on guide The serving from infancychildren through preschool, and layout willso it emphasize equipment and child-safe comfortable, and child- and attractive and functionalfriendly, for share the environment. who the adults The Equipment and Furnishings Equipment The Resource furnishings with selecting willGuide help that make usable the space and equipment of furnishingsof is an essential in step transforming an into an early space empty environment. childhood Introduction and carefulThe arrangement selection Measure the length and width of the room and Planning make a preliminary sketch of the space, noting those dimensions. Next, plot the dimensions and a Classroom the location of the fixed features mentioned earlier. Note whether the doors open into or out of the space and indicate the direction on your sketch. Begin your planning by examining

the size and shape of the room. When you have all the measurements on your rough sketch, take a clean piece of graph paper Note the locations of: and draw your room to scale (1/4 inch = 1 foot). Measure the windows and doors and draw them in the appropriate locations. Leave doorways open and draw a curved line showing the direction ■ Windows and doors in which the door opens. Indicate the location of windows. On the drawing on this page, four ■ Closets and built-in counters windows are shown at the top of the drawing, ■ Electrical outlets separated by narrow woodwork. It is helpful to show the locations of electric outlets, plumbing, ■ Plumbing fixtures and and other features that will help you make effective heating units use of the scale drawing.

■ Any other fixed features After completing an accurate scale drawing, make several photocopies. Using the photocopies, you can experiment with laying out activity areas These existing features in the room will without having to recreate the basic floor plan each time. influence the placement of furniture and

layout of activity areas.

MAKING A SCALE DRAWING

It is helpful to develop a simple scale drawing of each room you are planning. Assemble the following supplies:

■ A 25-foot retractable steel tape measure.

■ A pencil, eraser and ruler for drawing straight lines.

■ 1/4-inch graph paper. Using that scale means that each 1/4-inch square represents one square foot of your space. Sample Scale Drawing

2 DEVELOPING THE FIVE ATTRIBUTES ROOM LAYOUTS OF AN ACTIVITY AREA

1. A specific physical location suited Once you have multiple copies of the floor plan, to the activity you can begin planning the space on paper.

2. Visible boundaries

1. Consider circulation and pathways through PLANNING A CLASSROOM the space first. Look at the location of doors 3. Play and sitting surfaces into and out of the space. At a minimum, you should have two doors – the main classroom 4. Provision for storage and display door and your emergency exit. In some cases, specific to the area’s function you will also have a door to the children’s lavatory, a storage closet, and a door leading 5. A mood that distinguishes it from to an adjacent classroom or to the playground. contiguous spaces Draw the pathways from the main door to all

other doors, since they should be preserved as – Anita Olds, Child Care Design Guide you begin to lay out interest areas.

Your goal is to create circulation patterns that allow children and adults to move comfortably 4. Identify what the renowned child care facility through the room. The pathways will be designer Anita Olds, author of the Child Care further defined when you lay out equipment, Design Guide, called the “protected corner” – but sketching them on the drawing will most often the corner furthest from the entry remind you to arrange furniture in a way that door. That may be the most desirable location maintains circulation routes. for a book corner, or another activity where you want children to engage in activities Avoid creating a straight path down the center requiring quiet concentration. of the room, with interest areas laid out on both sides. That path is likely to become a 5. Once you have identified the fixed features, runway for young children. Instead, consider you can begin planning where to locate laying out the activity areas as destinations compatible activities, making best use of those for children, with different kinds of paths features. – short and straight, gentle curves, T shapes. If your room is large, think about whether ■ The messy or wet zone should be near some circulation among interest areas can be a sink. The main classroom door and established around the perimeter of the room. the playground door also qualify as messy zones, since there are likely 2. Visualize how the fixed features of the space to be wet shoes and dirt tracked into will affect the location of various activities. those areas. The messy zones should For example, look for the location of water or have a tile or linoleum floor. plumbing to determine where to place wet or messy activities. ■ The quiet zone works well near the “protected corner.” This zone should 3. Note the location of electrical outlets to have a warmer, softer floor surface determine where to place activities that such as carpeting or area rugs. require electricity – a lamp for the reading area, a surge protector for the computer equipment, or a connection for the aquarium.

3 ■ The active zone should be laid out DETERMINING so that it can accommodate free- CLASSROOM OCCUPANCY flowing activities like block play, dramatic play, music and movement, Determine the number of children and teachers and gross motor activities. Depending who will occupy the space, based on the size of the on the size of your room, the active room, the ages of the children in the group, and zone may overflow into the circulation the staff-to-child ratios. Throughout this guide, paths. Carpeting or rugs are good we use the NAEYC group size and ratios in our choices for the active zone because examples: they help manage noise and provide a warmer floor surface. If the active zone includes a slide or climbing MAXIMUM structure, the National Program CHILDREN’S GROUP ADULT TO for Playground Safety recommends AGES SIZE CHILD RATIO that you provide a resilient safety Infants surface under indoor equipment. 8 1:4 More information on safety surfaces Birth - 15 months is provided in the description of the Toddlers 12 1:4 Active Play activity area. 12 - 28 months

6. Next, create furniture templates to move 21 - 36 months 12 1:6 around the scale drawing as you try out Preschool locations for activity areas. Using another 18 1:9 sheet of 1/4-inch graph paper, cut out 3 year olds rectangles, squares and circles that indicate 4 and 5 year olds 20 1:10 the shape and approximate dimensions of the furnishings you plan to use. Dimensions are noted in the equipment catalogs. Use the same scale of 1/4-inch to equal one foot to Note: For licensing purposes, most states require make templates that represent the size and a minimum of 35 square feet per child of net floor shape of the furniture. (You can also use a area in the classroom activity space. Many states low-sticking spray glue that is sold in office require a minimum of 45 square feet per child or art supply stores to place the pieces on the for infants and toddlers. The net floor area is template and move them around to try out measured by deducting the floor area covered by different arrangements.) cubbies, shelf units, and other permanently fixed furnishings from the gross floor area. NAEYC An alternative to making templates is to sketch and other advocates for quality recommend a different layouts in pencil on the photocopies of minimum of 50 square feet per child in preschool the floor plan, maintaining the approximate scale classrooms, and considerably more in infant and of the different types of furniture. toddler classrooms where large equipment, such as cribs, take up a great deal of the usable floor Several early childhood equipment companies offer space. These guidelines do not include space help in planning classroom space, so be sure to ask outside the classrooms for bathrooms, hallways, about that service or additional resources when offices, reception, teacher’s lounge, etc. you contact them for catalogs.

4 Activities are identified as belonging in Developing either the active, quiet or messy zone. The discussion of each area describes fixed features Activity Areas or (plumbing, access to natural light, etc.) that support the activity as well as the furnishings Learning Centers for that area.

High quality early childhood education ACTIVE ZONE QUIET ZONE MESSY ZONE requires a stimulating environment Block Play Book Corner Art that offers choices to children, invites DEVELOPING ACTIVITY AREAS OR LEARNING CENTERS Discovery Dramatic Play Computer them to engage in a number of activities, Science and encourages them to explore a wide Indoor Sand Table Toys Active Play and Water range of materials. The terms “activity Music Cooking area” and “learning center” are used Movement interchangeably in this guide. As you Woodworking develop activity areas, try to develop a classroom environment in which every part of the room has a purpose, with all of the necessary resources on hand, displayed and organized to facilitate children’s work. The preschools of Reggio-Emilia, Italy refer to a well-designed environment as “the third teacher” in the classroom.

This section describes methods for organizing activity areas for preschool- aged children, although reference is made to infants and toddlers in several places. Furnishings for younger children Example of Classroom are described in “Planning for Infant and Activity Areas

Toddler Care,” which begins on page 17.

5 Many of the learning centers in an early childhood and behavioral issues; Pervasive Developmental classroom have more than one possible name, Disorder (PDD) or Autism; motor planning depending on the program philosophy. We problems; and visual impairments. reference several names in the introduction to each area. Classroom planning and purchasing Gould and Sullivan have organized their book worksheets, organized by age group and activity by describing modifications to typical learning area, can be found in Appendix I. centers based on a child’s disability. Some require adaptive equipment, but many are thoughtful small changes to the environment that make the PLAN FOR CHILDREN space more suitable for all young children. WITH DISABILITIES

Given the ages of children attending early childhood THE CLASSROOM ENTRY programs, teachers are often involved in referring children for diagnosis of disabilities. In that case, The entry is a crucial point in it is likely that the program has already made some the layout of any classroom: modifications to the environment and program it’s a transition area that helps to help the child function within the classroom. children enter into their day Once a diagnosis is made and more information is at school. For some children, available, staff can further adapt the space with the it plays an important role by help of therapists working with the child. allowing them to observe the activity in the classroom before When a child with a diagnosed disability enters the separating from their parents and joining the program, the most effective strategy for working group of children. It is often the most important with the child is to consult with his parents about point of daily interaction with parents as well. In his needs, and to spend time with the parent in the fact, the entry is the only part of the classroom classroom to identify modifications that may be that serves parents as much as children and staff. necessary in each area. Consult with specialists working with the child as well, since they will have A distinct entry area – even if it is 12 or 15 square specific guidance on teaching methods, adaptive feet just inside the classroom door – is the place equipment, and modifications to the space. that welcomes children into their classroom. It sets the tone for the environment and offers Several examples of how to adapt the learning parents a vantage point for watching classroom centers to serve the needs of children with activities and a place to help their child say good- disabilities are noted in the descriptions of each bye. Personalize the entry with things such as area. The actual modifications can only be made photos of children and their families, staff photos once you know the child, have information about and short staff “bios,” and other inviting displays. his abilities, and have consulted with his parents If you serve multilingual families, include a and therapists. The examples that follow are welcome message in each family’s native language. based on interviews with teachers in therapeutic An effective entry might also contain a special and inclusion classrooms, and a fine book called element that will attract children – an aquarium, a the Inclusive Early Childhood Classroom by Patti small fountain, or a table that displays something Gould and Joyce Sullivan, which is listed under new every week – seashells, pretty stones, colored Resources. They offer a range of strategies for leaves, or a special activity planned for the day. working with children with mental handicaps and developmental delays; orthopedic impairments; Attention Deficit Hyperactivity Disorder (ADHD)

6 CUBBIES about the security of their belongings Cubbies take up a lot of space but serve an stored outside the classroom, so important storage function for children’s consider that as well. Finally, placing outerwear and other belongings, so plan their cubbies outside the classroom will placement carefully. There are a number of require that teachers observe while options for locating cubbies: children go to and from their cubbies.

■ In a vestibule or mudroom immediately One cubby per child adjacent to the classroom. This is one is preferable to of the best cubby locations if this type having two children of space exists. share a cubby. It DEVELOPING ACTIVITY AREAS OR LEARNING CENTERS cuts down on clutter ■ As part of the entry area within the and cubby overflow, classroom. This works well if there and also helps limit is sufficient space inside the doorway the transmission of or if you can create an enclosed area head lice if the program has an outbreak. The best using the cubbies as low walls. Again, cubbies have three sections: a boot locker at the the messy nature of cubbies and bottom with a shelf a child can sit on to remove their contents may detract from the shoes, a main section for coats and backpacks, and aesthetics of the entry area. a top section for a lunch or other personal items. Note that most licensing agencies require that ■ At the doorway leading to the cubbies be securely fastened to the wall or floor so playground if the classroom has direct that they are not a tipping hazard. Placement of access to the outdoors. This puts the cubbies should take this into account. cubbies at the point of use for children going out to play and also helps FURNISHINGS FOR ensure that parents come into the THE ENTRY AND CUBBY AREAS: classroom on a regular basis. Seating for adults and children ■ Use the divide and conquer Parent mailboxes method – arrange small sections Bulletin board for notices and display of cubbies in one or two areas of the classroom, in a manner that Counter or other surface for the daily sign in sheet maintains convenient access. Child-height table or pedestal ■ In the hallway outside the classroom. Cubbies It is important to note that in some Storage for car seats and/or strollers states and jurisdictions this option may be prohibited by licensing Optional: Good-bye window or mirror for regulations, fire or building codes. easing separation for children However, where allowed, it can provide a way to free up valuable square footage within a classroom. FOR INCLUSION It is important to make certain that The child may need more time observing before hallways are sufficiently wide to meet entering an activity. Be sure there are a range of emergency egress requirements with seating options in the entry and elsewhere in the the cubbies in place. Cubbies can be classroom that include: chairs with arms, soft rather messy, so decide whether that is seating, and options for sitting on the floor that the “look” you want for the hall. Also, offer support for weak trunk and back muscles. In some children and parents may worry a display at the entry, include images of children and adults with disabilities. 7 LEARNING CENTERS and can inhibit rather than enhance children’s AND ACTIVITY AREAS block play. Sturdy 24-inch square or round acrylic mirrors can be placed on the floor or table as special bases for block play. In addition In the following descriptions of the typical to purchasing blocks for the area, think about learning centers in an early childhood classroom, accessories that will help to enhance block play. we focus on furnishings and large equipment that These might include things such as wooden are often selected and purchased during planning vehicles, wooden or plastic people, animals and and construction. In addition to the furnishings trees, stop signs and other props. described, there are toys, classroom materials, and supplies that will be needed to implement the curriculum in each area. A per child cost FURNISHINGS FOR THE BLOCK CENTER: for stocking the classroom with those materials is included in the Cost of Equipment section in Two multi-unit storage shelves, Appendix I. 30-inch height Initial unit block set should have approximately 225 pieces in 20 shapes 1. ACTIVITY AREAS Optional: A set of hollow WITHIN THE ACTIVE ZONE wooden blocks and a block trolley

BLOCK CENTER FOR INCLUSION The block area requires a Provide a basket of blocks and a defined block protected space, enclosed on building space (a plastic tray, a carpet square taped 3 three sides with walls or low in place, or even an empty plastic wading pool that B A shelves. Be sure to purchase the child can sit in). Foam blocks or plastic blocks unit blocks to increase the may be preferable to wood for some children. educational value of the activity. Provide places where children can play with blocks Unit blocks are small modular plain wooden in a variety of body positions to develop strength blocks that come in a variety of geometric shapes. and stability. The dimensions of the blocks allow children to experiment with spatial relations by using the lengths, widths and heights of the blocks in DRAMATIC PLAY creating complex block structures. The floor The dramatic play area can surface should be carpet or a low pile area rug. be located adjacent to blocks Avoid using highly patterned rugs, often called because both areas are active “educational” carpets, since they are distracting and somewhat noisy. Children frequently move back and forth between the areas. The richness of play that evolves in the dramatic play area depends on the location and care with which the area is laid out. If there is a loft in the classroom, some teachers like to locate dramatic play there because the sense of enclosure adds to the appeal of the space. If the classroom does not have a loft built in to the space you might consider purchasing one of the many pre-built loft units available. These provide many great play and storage possibilities. Several equipment vendors sell interesting wooden arches that help to create a cave or enclosure.

8 The arches can Make sure that the equipment is age appropriate: be enhanced with fabric or hanging Stove and counter at baskets with props. TODDLERS: 20 inches, table at 16 inches, chairs at 8 inches Another effective Stove and counter at placement for PRESCHOOL: 24 inches, table at 20 inches, dramatic play is chairs at 12 inches on a low (four to six inches high) carpeted platform in a corner of the room. DEVELOPING ACTIVITY AREAS OR LEARNING CENTERS Stepping up into the area seems to encourage FURNISHINGS FOR DRAMATIC PLAY AREAS: children to use the area. In any case, the area should be enclosed on three sides using existing Wooden stove, refrigerator, sink perimeter walls, dividers or shelves. The dramatic play area is substantially enriched with the Wooden cupboard inclusion of materials and tools that represent many cultures: Guatemalan fabric for a tablecloth Small table with two stools or chairs or curtains, bamboo steamers or a small wok, African prints for dress up clothes. Ask families to Sturdy doll bed, preferably one that will hold a child bring in props for the area that will help make it more culturally diverse. Doll high chair

It may be tempting to purchase one or two-piece Doll stroller or buggy plastic kitchen sets as a cost-saving strategy for the dramatic play area. Wooden kitchen sets are Child-size rocking chair more durable and most useful when purchased as three or four individual pieces, even if the budget Double wide, full-length acrylic mirror, requires purchasing wall mounted or in a stand those pieces over two years.

While the most STORAGE FOR DRAMATIC PLAY AREAS: obvious dramatic play is “playing Two small shelves with bins or baskets house,” it’s equally important to have Wall mounted pegs or a chest of drawers the flexibility to convert the area into other role play opportunities, often developed around familiar places in the community – a grocery store FOR INCLUSION with the addition of a cash register and shopping Include dolls, images and books about carts, a post office with envelopes, a mailbox and children with disabilities; look for adaptive stickers, or a doctor’s office with stethoscopes, equipment (crutches, braces, glasses, etc.) to bandages and other medical props. The wooden include as props. Place a small secure rug in the equipment can be easily incorporated into all those area and encourage peers to play with the child on activities with minor modifications. the rug. Provide appropriate supportive seating for a child with disabilities who wants to observe from a short distance. Add weights to kitchen equipment or doll furniture so they don’t tip if a child leans on them. 9 INDOOR ACTIVE PLAY Young children learn by moving and using their bodies. Active play (gross motor or large muscle play) is an important part of the classroom. If classrooms are too small to accommodate this type of activity, it is important to provide a separate indoor gross motor area. The area dedicated to active play can be developed as simply or as elaborately as space and budget permit. Think first about activities that you want to encourage, and then select equipment that supports those activities:

ACTIVITY EQUIPMENT

Balance balls or balance ball stools Balance beam in wood, The floor surface for the active play area should be foam or plastic carpet or an area rug over a good pad. If you are Balancing Balance boards using a climbing structure or a slide, you should have the appropriate safety surface below the Slanting hexagonal foam structures. According to the National Program for blocks Playground Safety there are two options: Hula hoops laid on the floor Free-standing climbing 1. Use several four-inch deep gym-quality structure landing mats secured so they will not move Climbing Climbing as part of a loft when children land on them. Wall mounted ladder in front of an acrylic mirror 2. Use surfacing tiles or mats permanently secured to the floor and of a depth Foam, plastic or fabric tunnels Crawling proportionate to the height of the equipment. Ramps Wooden transportation toys Riding Plastic or wooden FOR INCLUSION ride-on toys Add scooter boards, therapy balls, a ball pit, prone Wood rocking boat standers, small wagons, or specialized adaptive equipment depending on the child’s disability. Rocking Round plastic and foam rocker Get recommendations from the child’s parent or Rocking horse therapist regarding appropriate equipment. Two catalogs with adaptive equipment are included on Rolling Foam logs, rolls or tunnels the list of catalogs in the appendix. Slide mounted on climbing structure or loft Sliding Small free-standing MUSIC AND MOVEMENT platform slide These activities can take Soft balls of various sizes place in the most open area in Throwing & Bean bags, other soft toys the classroom, which may be Catching the area designated for circle Basketball hoops time or the active play area.

10 Music and movement can also make use of the pathways through the space if it is a large group FURNISHINGS FOR BOOK CORNER: activity involving most of the children at one time. Carpet or area rug This can help conserve space for other dedicated Lamp or wall mounted spotlight activities. For listening to music or books on tape individually or in a small group, the cassette or CD Comfortable soft seating: beanbag chairs, player and storage can be near the book corner, cushions and bolsters, a mattress covered with described below. bright fabric A child-sized table and two chairs FURNISHINGS FOR MUSIC AND MOVEMENT: Simple and sturdy tape cassette or CD player

with headphones ACTIVITY DEVELOPING CENTERS LEARNING OR AREAS A tape cassette or CD player Storage for children’s tapes or CDs Storage shelf for tapes, CDs, musical Book display racks with bookshelves behind instruments, scarves and other props Flannel board Optional: large wall mounted acrylic mirror Storage for big books – some book display racks work for big books on one side and regular books on the other FOR INCLUSION Some children will need to have music and Shelf unit for storing books and bins/baskets of movement in a smaller space and with a small writing supplies number of children. Children with motor planning Display: posters or book covers of popular problems may respond well to use of a weighted children’s literature, images of all kinds of vest for music and movement. families and children with books

2. ACTIVITY AREAS FOR INCLUSION WITHIN THE QUIET ZONE Modifications to the environment should be worked out based on the needs of the child, but common adjustments include: seating that BOOK CORNER provides appropriate back support; creating a book box with the child’s favorite books, which is made The book corner (or library/ available when she’s in the book corner; making literacy center) should be time to read one-on-one with the child with an one of the warmest and opportunity to stop and ask questions; using most welcoming spaces in picture-word cards and sequencing cards to tell the classroom. It should be separate from the stories. noisier activities, but works well near the table toy and computer areas. Try to place it near a window so there is abundant natural light. Even if it has COMPUTER AREA bright natural light, the addition of a well-secured The computer area is an activity table light or stable floor lamp will enhance the for two or three children at area, and create a softer indirect light, especially if a time. It can serve twice the primary classroom lighting is fluorescent. The that number if you have two book corner often includes writing and listening computers. It is best located in activities as well as books. the quiet zone, well separated from art, sand and water, or other activities that could damage the equipment. The area should be next to a wall with convenient electrical outlets. The computer can be placed against the wall, with the cords wrapped

11 and secured out of children’s reach. Locate the beads or lacing toys, gears and snap- monitor so that it’s clearly visible to the children, together toys without glare. Computer equipment can fit in a space that has less depth than most other ■ Collections of like items for sorting activity areas. and matching: small stones or shells, shape and color sorters, geo-shapes, and counting bears FURNISHINGS FOR COMPUTER AREA:

■ Adjustable height children’s computer Simple matching desk or table and classification games: picture Enclosed CPU holder of the size lotto, dominoes, to fit your computer similar games Two children’s chairs per computer Stable printer cart or table Display and storage of these materials at child- Computer monitor, keyboard, and mouse height is a key element in setting up the table toy area. Use picture and word labels on both the Printer storage containers for the toys and on the shelf, Child-friendly CD storage unit (that children so that children will learn where items belong. can manage on their own) Rotate the number of toys displayed so that the shelves are clutter-free and children can choose Stability and safety are very important in this from an appealing but limited group of toys. area. Computer equipment is heavy and children Provide multiple sets of the more popular toys. can be injured if a table or monitor falls over. FURNISHINGS FOR TABLE TOYS AREA:

FOR INCLUSION Two multi-unit low storage shelves For preschool children, computer play is largely a social activity, so pairing a child with disabilities Attractive unbreakable containers and with a peer can increase interaction. A child’s clear bins for multi-piece toys therapist should be able to suggest whether Puzzle racks and other purpose-built storage computer activities are appropriate for the child’s education plan, and propose equipment One square or rectangular table modifications that will enable the child to use the Two to four chairs, computer effectively. depending on the size of the area

TABLE TOYS FOR INCLUSION Table toys are often called Some children may need tabletop dividers or trays fine motor or manipulative toys. to define their work area. Work with therapists The activities range from: to determine modifications – perhaps a pegboard should be taped to the wall or a vertical support ■ Self-correcting structured toys: instead of placing it on a flat surface. Puzzles puzzles or nesting toys that go might need knob handles to make them easier together one way to grasp. Allow children to work with some fine motor toys on the floor on trays or carpet squares. ■ Open-ended toys that support eye- Allow children to watch peers when trying a new hand coordination and fine motor toy, but put them side by side so that the child with control: cutting shapes, stringing a disability isn’t looking at the activity upside down.

12 FOR INCLUSION Hav e a range of writing an d painting im ple m e nts (thin, s tubby, bi g an d smal l) so tha t c hi ldre n can use t ools appropria te t o th eir dexterity lev el . Experim e nt with tablet op easels, lar ge pieces of paper o n th e floor, an d paper inside a shirt-size box t o fin d a co mfortable w ork s urface for ev ery c hi ld.

DISCOVERY SCIENCE AREA

Th e sc ie n ce area in an earl y DEVELOPING ACTIVITY DEVELOPING CENTERS LEARNING OR AREAS c hi ldh ood program is o fte n or ganized aro un d se nsory explora tio n, an d introd u c ing 3. ACTIVITY AREAS c hi ldre n t o th e “sc ie ntific m eth od.” Chi ldre n WIT HIN THE MESSY ZONE observ e an d interpret th e w orld aro un d th e m. Th ey ask qu es tio ns or ide ntify a proble m, make predictio ns, observ e an d discuss. Setting u p th e ART sc ie n ce area inv olv es crea ting a place wh ere th ose processes can take pla ce. Good na tural l i ghting Th e art area s h o uld be loca ted is im portant. S t orage an d dis play, access t o th eir n ext t o a sink for mixing paints t ools, an d a co mfortable w orks pa ce co m plete th e an d ease o f cleaning u p after area. If an aquarium wi l l be used, th e area n eeds th e activities. It requires good access t o electric ity. na tural l i ght an d s uffic ie nt s pace so tha t c hi ldre n can w ork co mfortabl y. Th ere sh o uld be a range of art m edia avai lable t o c hi ldre n ev ery day an d an FURNISHINGS FOR opportunity t o w ork a t easels, a t a table an d – if DISCOVERY SCIENCE AREA: s pace al lows – o n th e floor. Wal l m o unted easels are an o th er op tio n, an d can be loca ted in areas S t orage an d multi -unit dis play s h elv es with less dep th. Bins or baskets for s u ppl ies an d ma terials

FURNISHINGS FOR ART AREA: Closed s t orage for use by teac h ers

On e rectangular table Table an d fo ur c hairs

Tw o c hairs B ul letin board for dis play Closed s t orage for ad ult use

On e multi -unit s t orage s h elf for c hi ldre n’s use FOR INCLUSION Easels – dec ide o n easel type based o n y o ur Mos t discov ery sc ie n ce activities can be adap ted for s pace th e n eeds o f c hi ldre n with disabi l ities. Teac h ers wi l l n eed t o break down th e tasks in an activity t o Drying rac k determin e wh ere a c hi ld may n eed extra tim e or H oo ks or pegs for sm oc ks s u pport, or an o th er approac h.

Dis play s pace for tw o-dim e nsio nal an d three-dim e nsio nal art

13 SAND AND WATER 4. SPECIAL ACTIVITIES Sand and water play are favorites for many children. The area Cooking and woodworking provide children with should have a waterproof and an opportunity to do real work. They are activities easily cleaned floor and enough that require close supervision, so they may not space so that the sand and water be offered on a daily basis. In many programs, tables can be approached from woodworking and cooking are activities that take several sides, since this type of play can be very place in other learning centers that are adapted sociable. Pathways should not pass through the temporarily for these activities. area since wet floors can be slippery. Since water should be drained and the tub sanitized daily, it’s important to be close to a sink. Sand and water COOKING tables come in a range of dimensions, so if space Cooking requires significant is tight, you can buy the smaller tables. Make supervision as well as sure the height of the tables is appropriate for the specialized materials and age and size of the equipment. Programs children – most with access to a kitchen often do the prep work manufacturers (measuring and mixing ingredients) in the offer toddler tables classroom using the children’s tables. Once with a height of the batter is mixed and shaped, one teacher and 20 inches and several children carry the cookie sheets, muffin preschool tables at tins or bread pan to the kitchen for baking. 22 to 24 inches. Programs without access to a kitchen can purchase a large toaster oven, electric skillet or Crock-Pot and select cooking projects that can be FURNISHINGS FOR SAND AND WATER AREA: completed using those small appliances. Be alert for food allergies in all children. Sand table with cover

Water table with cover FURNISHINGS FOR COOKING AREA:

A multi-unit shelf with waterproof bins to hold Appliances mentioned above if necessary sand and water toys Portable bins to hold utensils, mixing bowls, An alternative to shelves is to hang the toys and pans in a mesh bag over the sink until dry, or to purchase sand and water tables with a built-in A utility cart or storage shelf to hold the bins storage shelf

Hooks or pegs for smocks FOR INCLUSION Modifying the project for a child with disabilities takes planning and some adaptive utensils. Select FOR INCLUSION the tasks for each child based on interest, skills, Be sure the tables are very stable in an inclusion and abilities. classroom – some tables have wheels or casters on one end and those should be locked in position.

Provide toys at the child’s skill level and introduce more advanced toys as he masters the easier ones.

14 WOODWORKING belo ngings. Th ere are sev eral categories o f s t orage Woodw orking can be an n eeded in m os t programs. Th e areas descri bed exc iting co m po n e nt of th e below sugges t th e am o unt of floor area required presc hool classroo m. Man y for eac h type of s t orage. Th e a ctual s t orage units c hildre n take pleasure in will range in h ei ght, depe n ding o n th e c hoice o f jus t han dling th e t ools an d learning t o use th e m. equip m e nt for eac h fun ctio n. As c hildre n’s skills dev elop, it is v ery satis fying t o make prod u cts that can be used in oth er learning ce nters. For exam ple, c hildre n can make boats CHILD PERSONAL STORAGE for th e w ater table or platforms for birdseed t o Allow a minimum of o n e s quare foot of floor area

place o utside th e classroo m win dow. This area per c hild in eac h classroo m for th eir perso nal DEVELOPING ACTIVITY DEVELOPING CENTERS LEARNING OR AREAS requires v ery close su pervisio n, so place m e nt s t orage n eeds, in clu ding o uterwear, diaper bags of th e w orkbe n c h an d t ools, an d rules abo ut or backpacks, extra clothing an d s pec ial ite ms wearing safety glasses an d appropriate use o f fro m ho m e. Mos t ofte n this s t orage is provided in t ools, are im portant. cubbies or using a co mbinatio n of coat hooks an d This is ge n erall y an area cubbies. whic h is o nl y “ope n” at certain tim es of th e day wh e n teac h ers are STAFF PERSONAL STORAGE able t o provide adequate It is im portant t o provide a secure locatio n for eac h su pervisio n for th e s taff m e mber’s perso nal belo ngings, in clu ding activities. o uterwear, pocketbooks, files, an d perso nal ite ms. Allow six t o ei ght s quare feet per s taff m e mber in closets, tall cabin ets an d file drawers. S taff sho uld FURNISHINGS FOR WOODWORKING AREA: be able t o lock th eir perso nal s t orage area.

Work be n c h with vise an d s t orage area un dern eath POINT-OF-USE STORAGE FOR Real c hild-scale t ools in a t ool box with a cov er CLASSROOM MATERIALS Eac h in divid ual classroo m n eeds tw o differe nt Safety glasses types of s t orage for th e c hildre n’s learning materials. Th e firs t type is th e low ope n sh elving Scrap w ood an d oth er su pplies units o n whic h materials are dis played an d made accessi ble t o c hildre n thro ugho ut th e day. While this is ofte n re ferred t o as s t orage, it co uld m ore FOR INCLUSION accuratel y be descri bed as dis play. Teac h ers rotate materials o n an d off of th ese low dis play sh elv es as Ch eck with th e c hild’s pare nts an d s pec ialis ts th e m es an d seaso ns c hange fro m wee k t o wee k or abo ut wh eth er this is an appropriate activity, m o nth t o m o nth, allowing differe nt experie n ces for an d if so, abo ut appropriate m odificatio ns. th e c hildre n in th e roo m. Cautio n sho uld be used t o n ot ov erl y crowd th ese sh elv es with materials or c hildre n may hav e a difficult tim e seeing what th ey 5. S TORAGE w ant or p utting things aw ay. Thus, it is im portant t o hav e a seco n d type of s t orage available in Th ere is n ev er e n o ugh s t orage in an earl y classroo ms for learning materials. This is c hildhood program. Plan for s t orage both inside co nsidered closed s t orage whic h is o nl y accessed an d o utside th e classroo m in ce ntral s t orage areas. by th e classroo m teac h ers. This can be provided Too ofte n s t orage is an aftertho ught – th e s pace thro ugh a co mbinatio n of closets, hi gh sh elving has bee n filled an d th e bu dget exhaus ted be fore an d closed cabin etry. This s t orage can th e n be plans are made for s t oring materials an d perso nal used t o s t ore surplus an d off-seaso n materials as

15 well as those materials that are used for special These can be labeled and stored in a central area. classroom projects. Wall-hung shelves or cabinets Teachers can then take each child’s daily or weekly with doors can be purchased at a modest cost supply of diapers into the classroom. Centers also at Home Depot-type stores and professionally often have seasonal supplies and bulky equipment installed over activity areas so that they do not that needs to be stored outside of classrooms. A take up valuable floor space. large, well organized walk-in closet will provide space to store these surplus materials and large equipment that is not currently in use. STORAGE FOR COTS AND BEDDING One of the most space-consuming storage needs When planning a new center, consider of preschool or toddler classrooms is for children’s incorporating a basement or attic space to allow cots for rest time. Ten stacked cots require about for even more flexibility in storage. eight square feet of floor space. One creative idea which is becoming more common in early childhood classrooms is using the area under a SPECIAL-PURPOSE STORAGE built-in loft for storage, as pictured below. This Keep in mind your center’s special storage needs. otherwise unused area makes a great space for Plan for storage of family-owned car seats and cot storage, especially if cots are stacked on a low folding strollers near the entry, storage for outdoor cart which can be wheeled in and out from under toys and vehicles near the door to the playground, the loft. seasonal equipment, and storage for center-owned transport such as wagons for six and double strollers. For strollers and car seats belonging CENTRAL STORAGE OF to children, allow one square foot per item and BULKY EQUIPMENT AND BULK SUPPLIES assume that 10-15% of your enrollment will need It is critical to allow for a substantial amount of that type of storage on a regular basis. For storage out-of-classroom storage in the center. For this of outdoor equipment, a closet or outdoor storage type of storage, more is better, and there is no such structure should offer at least 40 square feet of thing as too much. Ordering things such as art floor space and shelves and hooks installed to fit supplies in bulk saves considerable cost, but it is the equipment and make efficient use of the space. important to have a place to store these supplies. Multi-child strollers and wagons for six require 12 In infant and toddler programs, bulk storage of - 24 square feet per vehicle. diapers requires careful planning since parents tend to bring in packs of 48 to 60 diapers at a time.

Example of loft with cot storage 16 Planning for Infant and Toddler Care

Many children enter child care by the age of six months, with some as young 1. THE ENTRY TO THE as 12 weeks. Very young children grow INFANT OR TODDLER ROOM and develop so quickly that planning the Parents using infant care need support. They are often sleep-deprived, rushed and stressed. environment must take that developmental They worry about how their baby does in child PLANNING FOR INFANT AND TODDLER CARE care – is she safe, is she happy, do the caregivers momentum into account. In their first really know her personality and needs, and often unspoken – will she forget who her parents are year infants change rapidly, going from while she’s in care? spending most of the time sleeping to Create an entry that helps ease those concerns. rolling over, reaching, crawling, sitting Make it comfortable and convenient with a clear and understandable layout: upright, pulling to stand, and eventually ■ Cubbies and hooks for outerwear, walking. And they don’t rest at that point backpacks or diaper bags – in the second year they learn to run, ■ A counter on which to rest a baby climb, talk, ask questions, and manipulate while taking off outerwear materials, always expanding their ■ Comfortable seating understanding of their surroundings, and ■ A bulletin board, with photos of children and their families testing their own abilities.

■ Daily sign-in sheets

Infant and toddler environments must ■ Parent mailboxes serve young children as they change ■ Car seat or stroller storage and grow, and help teachers offer the Many infant rooms are “shoeless environments” requiring that adults remove their shoes before individualized care that is so critical to entering the children’s space. This rule helps to children’s optimal development. This maintain a more sanitary environment for children who are spending lots of time crawling on the floor section will discuss the various elements in during the day. Be sure that adults can sit down to remove their shoes, and that there is a shoe tray or an infant or toddler space. other identifiable location for their shoes.

17 2. CAREGIVING FUNCTIONS waterproof mattress that fits the crib without gaps at the ends or sides. Infants require individualized care, modified Avoid the less expensive cribs that use frequently as they grow and develop. They plastic-encased cardboard to support should eat and sleep on their own schedules, be a flimsy mattress. Those are designed held often, and have diapering and other needs for very occasional use and will not taken care of promptly. While this depends hold up in a child care center, so it’s a mostly on the teachers in the program, there are false economy to purchase them. environmental considerations as well. ■ If cribs will be placed end-to-end, look for cribs with Plexiglas ends to avoid SLEEPING transmission of colds and disease. Infant napping should take place in a ■ For convenience, store changes of sheltered area within clothing and bedding below the cribs. the classroom, or, Some manufacturers offer crib storage where allowed by state drawers that attach below the crib, but licensing, in a separate covered plastic bins on the floor work nap room adjacent to well also. If under-crib storage is not the main infant activity available, provide a chest of drawers, space. The sleeping area should individual labeled bins, or large plastic be darker, quieter and feel tote bags on a shelf nearby. physically separated from the classroom space. There are a number of considerations in ■ Provide an evacuation crib with selecting cribs: rolling casters or wheels – licensing regulations will specify how many are ■ The size of the crib is important needed for each group of infants. since most centers must find space for between three and ten cribs in an Enhance the sleeping area with mobiles above infant room. Look for small but sturdy cribs, acrylic mirrors, and other safe and attractive cribs that are approximately 24 x 40 forms of visual and auditory stimulation. inches. They can be wood or metal, with crib slats spaced no wider than 2 Toddlers move out of cribs and onto cots. There 3/8 inches. are toddler-sized plastic stacking cots that are about 43 x 21 inches and five inches high. Provide ■ Look for adjustable mattress heights storage for bedding, either where the cots are so that the mattress can be lowered as stored or near children’s cubbies. the child grows and begins to pull up in the crib. FEEDING ■ Look for a crib with one adjustable side Bottle-fed babies younger than four months should to save staff backs as they bend over to be held for feeding. If children continue to enjoy pick up children. The mechanism that that contact with a teacher, it should be raises and lowers the side should be continued as long as possible. When operable with one hand. children begin solid food – the timing of which varies by culture ■ Look for cribs with a solid mattress and parental preference support and a firm three-to four-inch – children can be moved

18 to “low highchairs” (low chairs with individual handling soiled clothing: bleach trays), or to a small table with chairs with arms solution, paper towels, plastic gloves, and seat belts/straps to keep children in place. plastic bags for soiled clothing, and a Many programs avoid using traditional highchairs roll of medical exam paper or other because they serve only one purpose and are disposable covering for the diapering hard to store. The low highchairs can be used area. Soiled clothing should be placed for classroom seating with the trays removed and in plastic bags and sent home for many manufacturers offer low highchairs that can laundering. be stacked for storage. ■ A foot-operated, covered diaper pail Be sure that the teacher feeding the children has that can be lined with plastic bags. a comfortable seat of the appropriate height. The Don’t choose diaper pails that require floor in the infant feeding area should be tile an adult to touch the cover or stuff the or linoleum, and adjacent walls should have a soiled diaper into a narrow opening washable surface. – those are not suitable for child care PLANNING FOR INFANT AND TODDLER CARE use because of the risk of spreading To support individual feeding schedules, it’s germs or bacteria. important to have a food prep area in the infant room with a sink, refrigerator, and method for ■ Separate task lighting for the warming foods. Most centers use Crock-Pots for diapering area is important for good warming baby food and bottles. Storage for dry visibility and for changing children foods should be convenient to the food prep area. during naptime when the room is darkened. Be sure the light does not Support breast-feeding mothers by creating a shine directly in the child’s eyes. comfortable and private area near the infant classroom. This requires a glider-rocker or other comfortable seating, a small table for a glass 3. PLAY AREAS of water, and a low level of lighting so that the mother and child can relax during nursing. Relationships and people are the core elements in an environment that supports infant and toddler Toddlers are able to feed themselves, so they can development. Infants have an inborn drive sit at 16-inch tables with eight-inch chairs or toward learning and mastery and a remarkable stools. Be sure that children’s feet can touch the amount of development takes place every month. ground while seated. The space should be laid out to keep children close to their teachers and to support teachers in their critically important role. The DIAPERING space should allow infants to If a diaper-changing area is not built into your freely explore the environment space, create one that contains an adult-height in a safe way. Use of changing table, preferably one with steps that “confinement” equipment older infants and toddlers can climb with the help such as playpens, of a teacher. This changing table should be placed walkers, bouncy chairs as close as possible to the diaper-changing sink. and swings are Other equipment includes:

■ Individual shelves and bins for storing diapering supplies.

■ Storage for materials needed for sanitizing the diapering area and

19 highly discouraged in quality infant environments. Separate the space with low dividers or a small Rather, the equipment should support children’s loft, creating areas for quiet, active and messy natural need to explore and interact with the play. One company offers foam activity walls adults and world around them. with a number of inserts (switches, lenses, light box, mirror, spinning cylinders) that both divide In choosing furnishings, pay scrupulous attention the space and offer different types of stimulating to health and safety. All furnishings should play. An infant loft offers a change of level for the be easy to clean and sanitize. Corners should babies on top, but also a tunnel and hiding place be rounded and cabinets and drawers should underneath. For older infants, provide a pull-up have child-safe closures. Lay out a space where bar or sturdy box at 14 to 16 inches above floor teachers do not have to constantly say no or pull level for children to practice standing and cruising. children away from hazards. This can be done with furnishings, low walls, or various types of Display materials at the point of use, and display contained play areas. only a limited number of toys at a time.

Use acrylic mirrors and colorful displays at infant eye level (the bottom 24 to 36 inches of a wall or door). According to some research, infants notice and respond to the colors red, blue, and green first. They also recognize high contrast patterns before other combinations of color. Some people believe that because infants respond to the human face, they also show a preference for colors in skin tone ranges from pink to various shades of brown.

The floor surface is important because so much Provide several types of comfortable seating for time is spent crawling, sitting, and playing on an adult seated with one or more babies. An easy the floor. Carpeted risers, low platforms and chair or small couch is a great place to play, read ramps make the floor more useful and more books, or even nap once in awhile. stimulating. If these types of features were not built in to the original space or if you do not Toddler classrooms more closely mirror the layout want something permanently fixed in the room, of preschool classrooms with separate interest several manufacturers make furnishings such as areas, but with more room to move around. Also, the foam blocks shown above that can be easily the areas can be simpler and more basic, adding moved throughout the room or center and provide new materials and furnishings as the children variation and challenge in the environment. develop. In considering colors for the toddler area, maintain the neutral background palette, but Provide a number introduce green, blue-green, yellow and purple. of soft, safe places to rest non-mobile infants where they can BOOK AREA watch other children Toddlers love miniatures of “real” playing. A wide range furniture, so small soft chairs or of manufactured sofas make the book area very appealing. Display furnishings are available for this purpose. The board books on a book display rack, and in small snuggle nest shown here is a good example of baskets or bins that can be carried around. durable equipment that can be easily cleaned and Stuffed animals are also popular in toddler book provides a soft, safe space for young infants. areas, especially if they are characters from favorite books.

20 DRAMATIC PLAY SAND AND WATER Toddlers need an enclosed dramatic These are essential activities for play area, so set the equipment up to toddlers – be sure the tables are 20 form a room, with two ways in and inches high and provide duplicates of out. Window-level openings that allow toddlers the popular props. to see in and out of the area will enhance the play. The props can be simple, but be sure there are duplicates of popular items. Try to have kitchen TABLE TOYS sets with a door and oven that open and close, and Toddlers are more likely to stand knobs and faucets that turn. The realistic detail is when playing with table toys or to important for this age group. play with them on the floor, so chairs may not be needed in the area. Their table toys have fewer parts and larger pieces. ACTIVE PLAY Toddlers want to practice their Worksheets to help with planning and purchasing

PLANNING FOR INFANT AND TODDLER CARE skills and learn new ones. Make furnishings are included in Appendix I. the environment both challenging and safe with stairs to climb, tunnels, low climbers and slides. Toddlers tend to travel in a group, so be sure that steps, platforms and ramps can hold several children at a time.

ART Toddler art is very much about the process rather than the product. Let them play with finger paint or shaving cream on acrylic mirrors, transparent easels, or plastic trays. Let them paint a chalkboard with water and short chubby brushes.

21 AESTHETICS Guidelines Aesthetics are a large part of interior design, including classroom design. Look for colors, for Purchasing materials, and textures that contribute to balance and harmony. The furnishings and finishes should Furnishings provide a backdrop for the materials, so avoid using bright primary colors for furniture. Many There are important considerations in toys and materials are in the bold primary color palette, and too much color leads to chaos and a purchasing furnishings, whether it’s all visually over-stimulating environment for young children. The most appealing classrooms tend to of the equipment for a new program or have a mix of old and new pieces, the inclusion of some unusual or beautiful items, thoughtful replacements for existing classrooms. and attractive display, and carefully arranged furnishings. In considering furnishings, ask the following questions:

■ Does the piece of furniture appeal to HEALTH AND SAFETY your sense of design and beauty? Taking care of children in groups is inherently more complex than the care of one or two ■ Do you like the colors and materials? children, since there is more risk of injury and spread of illness. ■ Have you included some furnishings with curved or rounded lines and Evaluate every piece of furniture for safety and furnishings made of natural materials? stability:

■ Does it have rounded corners and DURABILITY AND QUALITY child-safe hardware? Look for furniture that will age gracefully, since early childhood budgets rarely have sufficient ■ Is it stable and will it resist tipping? reserves for replacing worn items. When you are faced with equipping an entirely new center it ■ Will it splinter or shatter? is often tempting to try to cut corners and look only for the best deal, but it is critical that you ■ Does it have protrusions, pinch also think about the quality of construction and hazards or hard edges? materials, and the availability of replacement parts. You want to be sure that the furniture will Look for furnishings with smooth, nonporous last five years or more with daily use by young surfaces or washable fabrics. If surfaces cannot be children. For more expensive pieces (cubbies, easily cleaned and sanitized, the piece should have shelves, changing tables, tables and chairs) you a disposable cover. should expect ten to fifteen years.

SCALE AND SUITABILITY Does the furniture fit the space and is it the correct size for children? Does it support their developing skills and independence? Is it appropriate for its intended use?

22 GUIDELINES FOR PURCHASING FURNISHINGS 23 The be classroom should For adults:For comfortableuse. adult Furnishings for allow teachersand should equipment and comfort hold to and children help with their activities minimizing while the bending, need lifting, for and carrying heavy and children objects. with be provided adult should Teachers chairs in several places around the classroom.

Use strollers and wagons Usesix strollers during for “walks” so thatoutdoors have carry to teachers don’t tired children. furnitureUse adult eliminate to awkward teachers.sitting working positions or for ■ changingUse adult-height tables with steps that the to up climb to enable children changing surface rather than being lifted.

. . 2 3 Back strain is the leading cause of worker- compensation care claims child teachers. for are severalThere approaches risk: reducing to 1. The of tables height help them themselves position help in the chair. For children:For and chairs matters. Tables should be approximately waist the high for using them,children and every child’s reach the seated should when floor feet chairs should Children’s in a chair. have shallow seats and slanted backs to

■ ERGONOMICS ERGONOMICS Comfort and functionality is important, both in the furniture scale and and design of children’s in planning the space as for environment a work adults. usually cost-effective most invest to in high quality pieces furniture of that constant get hard use – changing tables, cubbies, tables and chairs and – economize pieces on that are used less often. ECONOMICS ECONOMICS Evaluate the initial cost vs. the “lifetime” cost often,of the the Too piece. initial cost is the cost will to it only what consideration. Consider maintain repair or a cheaper of furniture, piece and is often how It it. need replace to you will Resources

American Academy of Pediatrics and American Gould, Patti and Joyce Sullivan. The Inclusive Public Health Association. Caring for Early Childhood Classroom. Beltsville, MD: Our Children: National Health and Safety Gryphon House, 1999 Performance Standards. National Resource Center for Health and Safety in Child Care. Aurora, CO: National Resource Center for Health Hudson, Susan and Donna Thompson. The and Safety in Child Care, 2002 Safe Playground Handbook. Cedar Falls, Iowa: The National Program for Playground Safety, University of Iowa, 1998 Community Playthings. Spaces: Room Layout for Early Childhood Education. Chester, NY: Community Playthings Isbell, Rebecca and Betty Exelby. Early Learning Environments that Work. Beltsville, MD: Gryphon House, 2001 Community Playthings. Community Playthings Room Planner. Chester, NY: Community Playthings Olds, Anita Rui. Child Care Design Guide. New York: McGraw-Hill, 2001

Daniels, Ellen R. and Kay Stafford. Creating Inclusive Classrooms. Washington, DC: Children’s Olds, Anita and Associates. Architectural Resources International, 2002 Prototype Document. Boston: Commonwealth of Massachusetts DCPO, 1987

Dodge, Diane Trister and Laura J. Colker. The Creative Curriculum for Early Childhood, Torelli, Louis and Charles Durrett. Landscapes Third Edition. Washington, DC: Teaching for Learning. Berkeley: 1995 prepublication draft. Strategies, 1999 Available from Spaces for Children. www.spaceforchildren.com

Fraser, Susan and Carol Gestwicki. Authentic Childhood: Exploring Reggio Emilia in the Classroom. Canada: Delmar-Thomson Learning, 2000

24 Appendix I

COST OF EQUIPMENT

WORKSHEETS FOR PLANNING ROOM FURNISHINGS

25 COST OF EQUIPMENT BASIC COST FOR FURNISHING A ROOM FOR 10 TODDLERS $10,500 The initial purchases for an early childhood classroom can be estimated at between $700 and ENHANCED: $15,750 $1000 per child for preschool classrooms and ENHANCEMENTS: between $1000 and $1500 per child for infant ■ and toddler classrooms. These estimates include Lofts which feature built-in slides, stairs and tunnels all furnishings for the children, including adult seating and storage. These figures do not include ■ Wooden ride-on transportation office furnishings, staff lounge or conference vehicles areas. In addition to the furnishings budget, new ■ Small riding toys programs should plan to spend $125 to $150 per child for toys, books and curriculum materials, ■ All-in-one storage units for with a similar allowance for replacement and new dramatic play purchases each year. ■ Sand and water center with canopy

The costs below are based on purchasing good quality products from the vendors included on the list following the purchasing worksheets. It BASIC COST FOR assumes the purchase of wooden rather than FURNISHING A ROOM FOR plastic furniture, and an emphasis on quality construction, materials, and safety. The 20 PRESCHOOLERS $14,000 enhancements to the classroom can be purchased ENHANCED: $19,500 in the second and third year of the program, or as ENHANCEMENTS: the budget allows. ■ Elaborate lofts space for children and adults, built-in puppet theaters, etc.

BASIC COST FOR FURNISHING ■ Multi-purpose easel A ROOM FOR 8 INFANTS $8,500 ■ Discovery table for science area

ENHANCED: $11,500 ■ Portable music locker to hold CDs, tapes, ENHANCEMENTS: players and instruments

■ Easy chair or love seat ■ All-in-one storage units for dramatic play ■ Risers or small platforms to divide the space and provide additional seating ■ Arches or independent structures (e.g., castle) to enclose dramatic play ■ Imported infant feeding chairs and table ■ Sand and water center with canopy

26 APPENDIX I: COST OF EQUIPMENT / WORKSHEETS 27

TOTAL TOTAL TOTAL

UNIT COST UNIT UNIT COST UNIT COST UNIT GRAND TOTAL: 1 1 2 1 1 1 8 1 6 2 1 1 4 2 3 2 2 4 4 1 4+ 8+ 1+ QTY QTY QTY infant loft throughcrawl tunnel divider/activityroom centers carpeted risers pit fabric or play vinyl covered air chair infant or seat books/toys) box (for browser parent mailboxes sign-in area boardbulletin seating area wall mounted cubby w/ hooks changing table & storage crib w/ under-crib storage drawer evacuation crib highlow chair with w/o or tray ITEM shelf display low storage shelf closed locking storage cabinet staff’s for personal belongings ITEM SUMMARY OF FURNISHINGS SUMMARY ITEM child-size table area rugs soft furnishings chair adult-size chairglider STORAGE These furnishings and for worksheets are supplies, materials toys of the and only all include do not be needed will a well-functioning for that classroom.

SLEEPING FEEDING AREAS PLAY CUBBIES CAREGIVING DIAPERING AREA CLASSROOM ENTRY IN ADDITION TO THESE ITEMS, YOU WILL NEED: WILL YOU ITEMS, THESE TO IN ADDITION WORKSHEET FOR PLANNING FURNISHINGS ROOM INFANT AND 2-3 TEACHERS INFANTS 8 SERVE TO NOTE: WORKSHEET FOR PLANNING TODDLER ROOM FURNISHINGS

TO SERVE 10 TODDLERS AND 2-3 TEACHERS SUMMARY OF FURNISHINGS ITEM QTY UNIT COST TOTAL child-size table (16-18”) 4 child-size chair (8-10”) 10+ area rugs 2 adult-size chair 2 glider chair 1 risers for floor seating 2

STORAGE ITEM QTY UNIT COST TOTAL low display shelf 6+ closed storage shelf 2 locking storage cabinet for staff’s

personal belongings 1

IN ADDITION TO THESE ITEMS, YOU WILL NEED:

AREA ITEM QTY UNIT COST TOTAL CLASSROOM ENTRY parent mailboxes 10+ sign-in area 1 bulletin board 1 seating area CUBBIES locker w/ top shelf, hook, and boot locker beneath 10+ CAREGIVING DIAPERING walk-up changing table 1 NAPS toddler cot 10+ cot dolly 1 storage for sheets and blankets MEALS wall mounted shelf for storage of dishes/paper goods 1

PAGE TOTAL:

CONTINUED

NOTE: These worksheets are for furnishings only and do not include all of the supplies, toys and materials that will be needed for a well-functioning classroom. 28 WORKSHEET FOR PLANNING TODDLER ROOM FURNISHINGS

TO SERVE 10 TODDLERS AND 2-3 TEACHERS AREA ITEM QTY UNIT COST TOTAL INTEREST AREAS INDOOR ACTIVE PLAY toddler climbing structure (select 3-5 items from this list) safety surface foam tumbler slide foam log crawling tunnel transportation toys rocking boat/staircase ART easel 1 drying rack 1 BLOCK PLAY low storage unit for large and small

blocks and related props 2 small area rug 1 BOOK CORNER-LIBRARY cushions, bolsters,

or soft furnishings 2 APPENDIX WORKSHEETS I: book display shelf 1 DRAMATIC PLAY stove 1 sink 1 refrigerator 1 cupboard 1 doll stroller 1 sturdy doll bed 1 child-size round table and chairs 1 mirror for 2 children 1 SAND AND WATER toddler sand table 1 toddler water table 1

GRAND TOTAL:

NOTE: These worksheets are for furnishings only and do not include all of the supplies, toys and materials that will be needed for a well-functioning classroom.

29 WORKSHEET FOR PLANNING PRESCHOOL ROOM FURNISHINGS

TO SERVE 20 PRESCHOOLERS AND 2-3 TEACHERS SUMMARY OF FURNISHINGS ITEM QTY UNIT COST TOTAL child-size table 5+ child-size chair 20+ hooks or pegs (4 per area) area rugs 3+ adult-size chair 2 risers for floor seating 2

STORAGE ITEM QTY UNIT COST TOTAL low display shelf 6+ closed storage shelf 4+ locking storage cabinet for staff’s

personal belongings 1

IN ADDITION TO THESE ITEMS, YOU WILL NEED:

AREA ITEM QTY UNIT COST TOTAL CLASSROOM ENTRY parent mailboxes 20+ sign-in area 1 bulletin board 1 seating area CUBBIES locker w/ top shelf, hook, and boot locker beneath 20+ CAREGIVING NAPS cots 20+ cot dolly 2 storage for sheets and blankets MEALS wall mounted shelf for storage of dishes/paper goods 1

PAGE TOTAL:

CONTINUED

NOTE: These worksheets are for furnishings only and do not include all of the supplies, toys and materials that will be needed for a well-functioning classroom. 30 WORKSHEET FOR PLANNING PRESCHOOL ROOM FURNISHINGS

TO SERVE 20 PRESCHOOLERS AND 2-3 TEACHERS AREA ITEM QTY UNIT COST TOTAL INTEREST AREAS INDOOR ACTIVE PLAY climbing structure (select 4-6 items from this list) safety surface foam tumbler slide foam log collapsible fabric tunnel transportation toys rocking boat/staircase balance beam ART multi-purpose easel 2 drying rack 1 small table and chairs 1 BLOCK PLAY low storage unit for block set and related props 2

BOOK CORNER-LIBRARY cushions, bolsters or soft furnishings 2 APPENDIX WORKSHEETS I: book display shelf 1 storage for CDs and tapes 1 COMPUTER computer desk and chairs for 2 children 1 small printer cart 1 DISCOVERY SCIENCE bulletin board 1 small table 1 DRAMATIC PLAY stove 1 sink 1 refrigerator 1 cupboard 1 doll stroller 1 sturdy doll bed 1 rocking chair 1 doll highchair 1 child-size round table and chairs 1 mirror for 2 children 1 SAND AND WATER sand table 1 water table 1 WOODWORKING carpentry table w/ storage shelf 1

GRAND TOTAL:

NOTE: These worksheets are for furnishings only and do not include all of the supplies, toys and materials that will be needed for a well-functioning classroom. 31 BLANK WORKSHEET FOR ADDITIONAL ITEMS

AREA ITEM QTY UNIT COST TOTAL

GRAND TOTAL:

32 Appendix II

MATERIALS USED IN CLASSROOM FURNISHINGS

33 MATERIALS USED IN CLASSROOM FURNISHINGS

WOOD: Wood is a warm, natural material. It displays colorful materials and toys well, without adding to the visual chaos of the classroom. Wood furniture often requires a higher initial investment, but lasts significantly longer than furniture made of other materials.

TYPE OF MATERIAL DESCRIPTION TYPICAL USES DURABILITY COMMENTS

1. HARDWOOD Beech, Birch, • Cubbies • Very durable • Hardwood construction Maple, Oak • Tables • Can be refinished is generally considered • Chairs to be the highest quality, • Shelf units and has the highest cost • Dramatic play • Purchasing higher furniture quality hardwood up • Lofts front may be more cost- • Indoor gross motor effective than frequently equipment replacing lower-priced furniture

2. SOFTWOOD Pine, Spruce, Fir • Shelf units • Fairly durable • Used by some • Dramatic play • Can be painted or smaller independent furniture refinished to extend the life manufacturers • Cubbies of the furniture • Check on construction • Sand and water • More affordable but less methods; sometimes tables durable than hardwood combined with more versions flimsy fiberboard in shelf units or drawers

3. VENEER Very thin slices • Table tops • High quality veneer can • Sometimes used to of wood attached • Cubbies be more durable than create the look of solid to particle • Storage units solid wood since it resists wood, so be sure to verify board or solid • Dramatic play cracking and warping what you are purchasing wood; may be furniture because of its construction combined with • In less expensive versions, solid wood in exposure to moisture or some furniture the regular wear and tear of a child care classroom can lead to separation of the layers in the veneer and deterioration of the furniture

4. PLYWOOD Made from many • Rounded or molded • Very durable • Called “laminated wood” layers of wood furniture shapes • Can be refinished by some manufacturers veneer • Lofts and activity • Furniture-grade plywood platforms is often used in building • Play furniture with children’s furniture, and interesting shapes has an attractive smooth finish

34 APPENDIX II: MATERIALS USED IN CLASSROOM FURNISHINGS 35 and covering materials when purchasing from a catalog, so check the manufacturer’s specifications offer replacement covers cubbies or shelf units to check the wall or floor, with the vendor on the feasibility of doing so without damaging the laminate rounded corners and plastic protective edgings to guard against chips or scratches alternative to glass. the quality of the foam palette and cartoon-like palette and cartoon-like appearance of molded plastic plastic chairs that tip or slide out from under active children lines color-coordinated of furniture • Look for vendors who • • If you plan to attach • Better versions have • A safe and attractive • Can be difficult to verify • COMMENTS color to limit the Try • flimsy light-weight Avoid • Several vendors offer • very easy to clean and hold up well have the durability needed for child care use be difficult exposed to sunlight for long periods can destroy the finish and appearance grimy appearance over grimy appearance over time be repaired sanitized • Low-cost versions rarely • • Refinishing and repairs can • Shatter-resistant • Can scratch • Often discolors when • Ammonia-based cleaners • Resilient and easy to shape • products are Higher-end • DURABILITY Easily washed and sanitized • or Often acquires a worn • cannot Most molded plastic • Durable • Easily cleaned and • ends tables equipment mirrors structures equipment changing tables furnishings • Sand and water • Mats • Play structures • Soft blocks • Soft seating • Indoor gross motor • • Unbreakable • easels Transparent • Windows in play • See-through crib • • Riding toys • Indoor gross motor • tops Table • Cubbies • Counters and • Shelf units • TYPICAL USES Chairs • Dramatic play • Large waffle blocks • Room dividers • Lucite Polyurethane foam is available as plastic or vinyl-covered foam mats and cushions for child care use Acrylic is transparent or translucent plastic, also known as Plexiglas or edges and smooth surfaces Plastic laminate is made of melamine impregnated veneer or paper that creates a smooth, non- porous surface DESCRIPTION Molded plastic furnishings are often child-safe and durable, with rounded Plastic is affordable. It’s lightweight, comes in a range of colors and can be washed and of colors and can comes in a range lightweight, affordable. It’s Plastic is

PLASTIC LAMINATE PLASTIC 4. FOAM FOAM 4. 3. ACRYLIC 2. PLASTIC 2. TYPE OF MATERIAL MOLDED 1. PLASTIC: PLASTIC: are so many There to grow. continues furnishings of children’s so its use in the manufacture sanitized, below. common are discussed uses, but the most generalize about their difficult to that it’s types of plastic and philosophical. furnishings are aesthetic drawbacks of plastic The chief METAL: Metal is a harsher material than plastic or wood, and has limited but important uses in child care settings. When choosing metal furnishings, pay careful attention to the connections and finishes – welded joints, machine screws or nuts and bolts. Poor quality construction can undermine the strength of the material. Watch for protruding parts or loose connections that could be hazardous. Colors for metal furniture parts are most often black, brown, chrome or bold primary colors. Metal’s chief advantage is price and durability.

TYPE OF MATERIAL DESCRIPTION TYPICAL USES DURABILITY COMMENTS

1. STEEL In children’s • Legs and base on • Less expensive pieces may • Avoid steel folding tables furniture, steel classroom tables have finishes that chip or in child care because of is finished with • Frames and legs of peel, leaving it subject to potential pinch hazards paint or chrome some light-weight rust • Carefully examine the to create a plastic chairs finish, connections smooth, rust- • Cribs where metal is attached resistant finish • Utility shelves to metal, as well as the • Storage systems glides on chair and table • Tricycles and other legs, to ensure safety and riding toys durability

2. ALUMINUM A softer and • Cots made of • Aluminum cot frames often • Plastic stacking cots may less expensive aluminum or steel bend and the rubber tips be a better option version of steel, tubes with mesh get lost not widely used covers • Can be subject to gradual in child care corrosion as it ages

36 LIST OF CATALOGS

CATALOG ADDRESS CONTACT FEATURE PRICE LOOK FOR INFORMATION POINT

SAFESPACE 1424 North Post Oak, 1-800-622-4289 Vinyl- $$$ Unusual CONCEPTS Houston, TX 77055 safespaceconcepts.com covered foam activity in muted centers, colors landing mats

WOOD DESIGNS Po Box 1308, 1-800-247-8564 Wood $$ Tip-Me-Not Monroe, NC 28111 edumart.com/ furniture wooden wooddesigns Appendix IIIfurniture

LIST OF CATALOGS APPENDIX MATERIALS II: FURNISHINGS CLASSROOM IN USED

37 LIST OF CATALOGS

PRICE LOOK CATALOG ADDRESS CONTACT INFORMATION FEATURE POINT FOR

CHILDCRAFT 2920 Old Tree Dr. 1-800-631-5652 Wood $ Lofts, EDUCATION CORP. Lancaster, PA 17603 www.childcrafteducation.com furniture + area rugs materials

CHILDREN’S 245 West Essex Ave. 1-877-726-1696 Vinyl- $ Acrylic FACTORY Saint Louis, MO 63122 www.childrensfactory.com covered mirrors, foam mats, foam riding toys

COMMUNITY 359 Gibson Hill Rd. 1-800-777-4244 Wooden $$ Changing PLAYTHINGS Chester, NY 10918 www.communityplaythings.com furniture tables, lofts, room dividers

ENVIRONMENTS PO Box 1348 1-800-342-4453 Furniture + $$ Rugs, Beaufort, SC 29901 www.eichild.com materials banners, soft elements

FOR KIDZ ONLY PO Box 111117 1-800-979-8898 Furniture + $$ Indoor Tacoma, WA 98411 www.forkidzonly.com materials safety surface, furniture

JONTI-CRAFT INC PO Box 30171 1-800-543-4149 Furniture $ Computer Highway 68 www.jonti-craft.com tables, 3 Wabasso, MN 56273 lines of furniture

JULIANA GROUP Seven Drayton Street 1-800-959-6159 Imported $$$ Wooden Suite 208 www.julianagroup.com wooden cots, Savannah, GA 31401 furniture cubbies with doors, unusual highchairs

KAPLAN EARLY PO Box 609 1310 1-800-334-2014 Furniture + $$ Lofts, LEARNING CO Lewisville-Clemmons Rd. www.kaplanco.com materials reading Lewisville, NC 27023 nooks, soft furniture

LAKESHORE 2695 East 1-800-778-4456 Furniture + $$ Tuff Stuff LEARNING Dominguez St. www.lakeshorelearning.com materials laminate MATERIALS Carson, CA 90749 furniture

SAFESPACE 1424 North Post Oak 1-800-622-4289 Vinyl- $$$ Unusual CONCEPTS Houston, TX 77055 www.safespaceconcepts.com covered activity foam in centers, muted colors landing mats

WOOD DESIGNS PO Box 1308 1-800-247-8564 Wood $$ Tip-Me-Not Monroe, NC 28111 www.edumart.com/wooddesigns furniture wooden furniture

Equipment sample photos on pages 7, 9 (top), 15, 19: Photo © Community Playthings. Used by permission. Equipment sample photos on pages 8, 12, 18 (top left), 20 (top and bottom): Environments, Inc. Used by permission. Equipment sample photos on pages 9 (bottom), 14, 18 (bottom right): Jonti-Craft, Inc. Used by permission.

38

Community Investment Collaborative for Kids A Program of the Local Initiatives Support Corporation 501 Seventh Avenue, 7th Floor New York, NY 10018 Telephone: 212-455-9800 www.lisc.org

CICK Funders Freddie Mac Foundation JPMorgan Chase William Randolph Hearst Foundations

CICK expands the supply and improves the quality of early care and education in low-income communities through new investments in physical facilities. , www.goracom.com Gora Communications Associates Design by: