Infant and Toddler Spaces DESIGN for a QUALITY CLASSROOM Importance of the Environment

Infant and Toddler Spaces DESIGN FOR A QUALITY CLASSROOM Importance of the Environment

The first months and years of a child’s life are the most formative in development of mind, body, and spirit. Sleep, emotional and physical nourishment, and sensory stimulation are more important in infancy than at any other time. The most vital need for these youngest children is warm, nurturing care. We must also provide them with secure surroundings, and equipment and playthings that meet their needs and support their individual development.

Quality childcare can be found in all types of spaces. Still, we should remember that the physical environment, the space arrangement, and the equipment available will either promote or impede quality care. Both “...the child needs a safe world where he is encouraged to the adults and the children venture, rewarded for venturing his own acts, and against should find the environment distraction or premature interference....He needs a world rich welcoming and comfortable. with opportunities to see, hear, feel, touch, and move.... A well organized, conveniently arranged, and appropriately The child needs a setting where the world is literally at his equipped classroom gives fingertips to safely explore and enjoy.” Jim Greenman Caring Spaces, the caregiver more time for Learning Places stimulating and supportive interactions with children.

Special Thanks

This booklet is a collaboration between WestEd’s Program for Infant/Toddler Care (PITC) and Community Playthings. We thank PITC for their research contribution. They have developed the most widely used training system for infant and toddler caregivers in the United States, and their team is at the forefront of national efforts to improve infant/toddler care. More information is available at www.pitc.org.

1 Brain Development

The first three years of a child’s life are critical for brain development. After birth, brain cells establish trillions of connections. These connecting synapses form the brain’s “maps” that govern thought, feelings, and behavior. Brain cells analyze, coordinate, and transmit information. The brain learns and remembers throughout life by constantly changing these networks as it receives input from its environment.

Although parents pass on a variety of characteristics to their children through their genes, the environment plays a major role in developing a child’s personality by shaping the expression of those genes. External influences, from conception onward, offer the brain the intellectual, emotional, social, and physical experiences that make learning and memory possible.

“…great strides have been made in understanding how very young children learn and how their brains develop. With our new knowledge comes new pressure … to stimulate infants— in just the “right” ways—earlier and earlier. But children learn more from the full complexity of their spontaneous interactions with parents than from any pre-packaged program.” – T Berry Brazelton, MD Author and Pediatrician

3 Stages of Development

Infants experience three stages of on encouragement from caring development. The caregiver-help adults. They experience anxiety that children require changes as as they realize they are separate they progress through the stages people from their caregivers, or of infancy. It is important that the when meeting unfamiliar people. surrounding environ- Playing peek-a-boo or hiding and ment supports both the growing finding objects helps them learn infants and the teachers who care that things out of sight still exist. for them. Toddlers (16-36 months) Young Infants (0-8 months) Toddlers are establishing their In the first year of life children identity. Who am I, and who is acquire a sense of trust—a feeling in charge? The toddler period is of safety and security. Basic trust often marked by conflict, and comes from warm and loving toddlers are easily overwhelmed relationships with caregivers. when unable to communicate When adults are responsive, or get their way. Yet with calm predictable, and nurturing, infants reassurance from adults, social gain the self-esteem and courage awareness grows, and children needed for further development. learn what actions are appropriate. Young infants who feel safe start It is a time of exploration, exploring the world. They need questioning, and discovery. ample opportunities to see, hear, Toddlers start using language to feel, and touch. Movement is communicate, learn to categorize, crucial, as well as positive inter- and constantly seek to understand “A good infant/toddler actions between adult and child. the meaning of events, objects, and words. program is distinctly different Mobile Infants (6-18 months) Although a toddler is gaining from a program designed for 3-5 Mobility opens up new horizons a sense of his identity, he still year olds. Group care … requires for infants. They begin to scoot and needs security in order to crawl in their quest to understand both careful planning purposely explore the world. and explore the world. Mobile informed by knowledge of An environment that offers infants are fascinated with chances for independence, development in the earliest activities and objects of daily life participation, and cooperation years, and the flexibility to and will repeatedly open and close, helps toddlers develop fill and dump. Repetition helps respond to the individual needs competence and a strong sense them learn sequencing, classifica- of each child and family. The of self. tion, and how things work. key to quality care is the Mobile infants are practicing quality of relationships.” independence, yet still rely heavily Zero toThree Caring for Infants & Children in Groups

4 5 Eight Considerations for Quality Infant and Toddler Environments

Since surroundings have such a powerful influence on infants and toddlers, there are eight points to consider when setting up group care environments. These can be divided into two groups. Four relate to the needs of infants and their caregivers: Safety, Health, Comfort, and Convenience. The others support infant development: Child Size Space, Flexibility, Movement, and Choice. – adapted from PITC's Infant/Toddler Caregiving: A Guide to Setting Up Environments

1. Safety 2. Health Safety is one of the most Health is a fundamental issue important concerns in a group- when caring for infants and care setting. In a well-designed toddlers. A well-kept environ- environment, children move ment can protect both children about freely and explore without and adults from infection the caregiver worrying about and illness. children getting hurt. She can ■■ Separate the diapering and spend her time in positive toileting areas from food interaction with the children, preparation and feeding areas. rather than patrolling a ■■ Keep these and all areas clean. “no” environment. ■■ Have sufficient plumbing to Safe environments have: allow children and caregivers ■■ developmentally appropriate to wash hands regularly. equipment made of non-toxic ■■ Make sure surfaces are easy materials such as wood to clean and suitable for the ■■ non-slip floors activities in the area—walls, ■■ stable shelves, objects, and floors, furniture, and toys. fixtures with rounded corners Heat, light, ventilation, and “As soon as a baby starts ■■ steps toddlers can use to reach acoustics all have an impact on crawling, you can count on the the changing table so that care- the development of children’s givers will not have to lift them health. Since smell is one of the fact that he will discover most important indicators of a every hidden danger in the healthy environment, clean floors environment. That means his and furnishings are of utmost caregivers need to discover importance. A child care center needs an efficient air exchange those hidden dangers first and system, as well as screened, open- eliminate them.” able windows, if at all possible. Dr. Thelma Harms

7 3. Comfort Feeding, Washing, and Toileting Areas A comfortable environment creates a calming atmosphere and Feeding and toileting areas must allows both infants and caregivers be clean, bright, and convenient. to function without stress, which That means the environment is injurious to brain development. must be easy to clean and easy to Reducing clutter, giving attention work in. The equipment should to attractive display, and intro- be scaled so that picking up, ducing nature into the room are bending over, and reaching are some ways to bring about a kept to a minimum. harmonious and relaxing mood. Storage and Shelves ■■ Try soft and natural colors on Storage is the caregiver’s strong walls and furnishings. silent partner in a smoothly run ■■ Use natural light, lamps, and childcare program. An adequate full-spectrum lights rather than amount of open and closed fluorescent lights. storage and its proper placement ■■ Each room needs a steady flow builds ease and efficiency into of fresh air. your environment. ■■ Acoustical tiles and rugs with pads help to absorb noise. Entrance and Parent ■■ Soft cushions, pillows, and Communication Area back supports for adults sitting Entering and leaving the child “An ordered environment on the floor help make the care setting are important with good sight lines and environment comfortable. activities. A well-defined entrance uncluttered floors enables gives children a clear sense of 4. Convenience staff to easily supervise space, predictability, and security. A convenient environment is Both children and parents can the group while interacting one in which both the infants experience separation anxiety, with a single child. Settings and adults can easily see, find, so an attractive and cheerful that keep children both safe and access materials. Make sure entrance can dispel their fears, the arrangement of equipment inviting them to enter a special and occupied help staff be is clear and visible to all who place designed just for them. more playful and attentive use the space. Materials should When parents feel welcome in the to the needs of individuals.” be grouped together logically. classroom, they’ll have more Anita Rui Olds Since infants and toddlers cannot confidence to visit, communi- read labels, they take cues from cate, and make the transition that the way each area is organized, works for them. as well as its mood, to stimulate their interaction with the environment.

10 9 5. Child Size Space 6. Flexibility On a Child’s Level Even if you have limited space, It’s such a big world. Your class- To create a child size room may be the one place where choosing the right equipment environment: a child can reach, sit, play, and can help you create a flexible ■■ Use tables and chairs that are small work without constantly asking room. Equipment that is light- and low. an adult for assistance. When an weight and mobile can be used ■ Low shelving (24" high) allows environment is designed to fit for more than one purpose. For ■ infants and toddlers, they can example, tables can be used for children to see and reach toys. reach what they need, and feeding, art, and messy activities. ■■ Place mirrors and pictures at explore what interests them— Use adjustable equipment that child-height. without the caregiver worry- can be adapted as children grow. ■■ Steps should be shallow, 4"-5" high. ing about children getting hurt. Mobile storage units can double ■■ Include some adult size furniture, so Teachers spend less time lifting as boundaries, making optimal caregivers can rock and cuddle children, putting them in chairs, use of your space. children in comfort. getting toys for them, and No matter what type of setting Activity Areas managing difficult behavior. you have, plan to keep part of Child size space also takes into it open. Placing all the large Think of activity areas as separate places, account the role of the caregiver. equipment around the edge of like little islands. Then work to make them Intentional and responsive the room keeps the center open feel separate. You can do that by making interaction with each child will allowing the children to see what sure each activity area has these qualities: encourage them to new levels of activities are available through- ■■ a separate physical location play. Since the quality of your out the room. The children can ■■ boundaries that separate it from interactions has a direct bearing also see the caregiver across the other areas on children’s confidence and room, and the caregiver can see ■ a mood, feeling, or personality ability to learn, swings and walkers and respond to any child who ■ are not recommended. They needs attention. An open Each part of the environment has an inhibit the infant’s natural need center creates maximum impact on the children and adults who to move and explore, and prevent flexibility and lets children use the space. Consider the kind of effect navigate easily between areas and adults from interacting in the ways you would like each area to have and that benefit children most. explore their independence. how it reflects your program’s goals.

12 11 7. Movement opportunities to discover what Infants and toddlers need an they find interesting or challeng- environment that encourages ing. Set up different areas of the movement. The first three years room with a variety of activities, are what Piaget calls the sensory- textures, and equipment. There motor period, where infants and should be spaces for large group toddlers use their whole body to activities as well as small, private discover and process the world spaces, active and quiet play around them. They develop areas, and room for messy activi- physical and cognitive skills, and ties. Your space can support your learn about people and objects program, providing stimulation by becoming fully involved with and a balance between challenge their surroundings. and comfort, so children can “push their limits” and expand In the classroom some them. Caregivers need to be able equipment must be provided to observe and respond to cues in to stimulate large muscle play the children’s behavior in order and exploration. Use slopes, low to arrange and rearrange the steps, play pits, or platforms to environment. create a multiple level environ- “Toddlers will move whether ment. Different levels provide Rest and Sleeping Areas variety, diverse viewpoints, Infants and toddlers in childcare moving is safe or not. They and numerous chances for should be able to rest or sleep constantly try out new movement. Surfaces with a variety when they are tired. An infant movement skills and of textures enhance sensory who wakes up often during the explore their independence. exploration. Fixed structures, night may need more sleep the such as climbers and slides, following day. A toddler just A well-designed environment encourage cooperative peer play. getting over the flu may need two encourages safe exploration but naps instead of the usual one. 8. Choice gives toddlers the feeling of risk, The environment should have of expanding their limits.” An environment that allows places where children can relax Ron Lally & Jay Stewart infants and toddlers to make and a place where they can take choices supports their develop- a nap with their own bedding ment and provides children whenever they are sleepy.

14 13 Working with the Architect

Although architects are highly skilled, they may not be familiar with the specific needs of child care design. Here are some top- ics you’ll want to cover well in advance of breaking ground. ■■ Allow enough time to involve teachers, parents, and children in the design process. ■■ Licensing standards do not always support the developmental needs of children. For instance, while 35 square feet per child may be your state’s minimum space requirement, it is not enough for children’s optimal use of indoor environments. Quality programs make decisions based on what nur- tures the child and his development, not statutory minimums. ■■ Long-term flexibility is of utmost importance. For this ■■ Floor surfaces: Consider “One of the most important reason mobile storage is material, color, ease of cleaning, lessons I’ve learned in twenty preferable to built-in storage. sound absorption, and visual years of designing buildings ■■ Follow the appropriate effect. for young children is that the children’s ADA standards ■■ Ceiling surfaces: Acoustic tiles rather than using adult ADA absorb sound, whereas hard choices we make in creating standards in children’s areas. surfaces reflect sound. Pay the physical environment; ■■ Doors: Keep to a minimum, as attention to the acoustics. A space, materials, color, and loud environment hinders they take space and generate furnishings, are essential to traffic. development and increases stress. A quiet environment child development. Not only ■■ Windows: Natural light is encourages calm behavior and excellent, and children love to does the environment teach focused play. look out; but there can also be directly, but it sets the tone too many windows. Providing for a warm, engaging, and natural light and ventilation welcoming place that should be balanced with energy concerns and the need for allows children to flourish adequate wall space. and learn.” Mike Lindstrom CEO, MLA Architects Brookline, MA 15 Infants: A Quick Guide to Room Planning

1. Draw the room (to scale) on graph 4. Divide into wet and dry regions. 7. Create a space for each area. paper. Wet Region: Identify using the “3F” rule: flow, This space includes storage for items used in that Add windows, doors, sinks, and floor surfacing. flooring, and fixed plumbing. area. The layout should communicate activities and boundaries. Dry Region: Should contain at least one protected corner and can be carpeted.

J900 Blue Glider F622 Shelf 32"Adj Entry

G25 Community Crib G25 Community F754 Post G25 Community Crib G25 Community

5. Divide into zones. Crib G25 Community Nursing In Wet Region: Entry zone, Messy zone Entry Area

F727 Panel Clear Parent Sign-in A282 Wall Cabinet 24" A240 Infant Cubby A240 Infant Cubby

G25 Community Crib F754 Post F684 Tote Shelf 4' x 24" In Dry Region: Active zone (should include a G25 Community Crib Teacher protected corner), Quiet zone (must include a pro- Storage G25E Crib for Evacuation forG25E Crib

Nap Area F726 Panel Clear Cubbies/Parent Communication Area tected corner). F754 Post 32"

G25 Community Crib G25E Crib for Evacuation J920 Blue Bench GliderBlue Bench J920

F754 Post 32" F835 Teacher Door F758 Wall AdapterF758 32" Wall

F754 Post 32" F727 Clear Panel 16" F753 Post F736 Solid Panel Bk F752 Post F783 Trans Wave 16-24 ans F633 Adj Shelf 3'x32" [32H] F752 Post Tr 627 F752 Post F F648 Trans Bk Shelf F751 F778 Browser Box F754 Post 32" F754 Post 32" Diapering Station G241 Changing Table 4" Pan

G28 Wall-mounted Shelf F671 Corner 16" Cozy Corner/ H 3 0A U Protected Play til ity C a rt

J432 TLC

F611 Baby Shelf A855 Half Moon Table 48 J444 Mealtime 8" " 8 Mealtime Area e im Group Area lt a 2. Mark in the flow paths. e M 4 4 4 J

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3 LC C T h 2 r Draw the most direct routes between the entry and 3 1 4 J 0 Food Prep " all other doors, water sources, and storage closets. Gross Motor J 423 C 10" hr 1 hr 0" 3 C J42

G718 Nursery Gym 1 w/Ramp L A283 Wall Cabinet 48" A282 Wall Cabinet 24" F632 Shelf with Doors [24H] D120 Pushcart 3. Circle the protected corners. Exit Reserve prime space for quiet or traffic-free activities. Protected corners should be as distant as possible from doors and flow-paths.

6. Plan activity areas in the appropriate zone.

Entry Messy Active Quiet Children’s Feeding Gross Motor: Nap Area Storage ramp, slide, Diapering shallow steps, Nursing Corner Staff Storage foam shapes, Water Play balls, mirrors, Cozy Space: Parent Sign-In, (older infants) tunnel, for quiet play Communication pull-to-stand bars (separate from Finger-Painting Nap Area) Transition (older infants) soft toys, cozy Space: adult surfaces, infant/ “farewell chair” caregiver “cuddle or Glider corners”

16 17 Toddlers: A Quick Guide to Room Planning

1. Draw the room (to scale) on graph 4. Divide into wet and dry regions. 7. Create a space for each area. paper. Wet Region: Identify using the “3F” rule: flow, This space includes storage for items used in that area. Add windows, doors, sinks, and floor surfacing. flooring, and fixed plumbing. The layout should communicate activities and boundaries.

Dry Region: Should contain at least one protected

corner, and can be carpeted. Outdoors A742 Coathooks

A627 Large Sand & Water Center

C970 One-Each Riser Kit

Storage Sand/Water Area Shelf Bk Trans F648 5. Divide into zones. Gross Motor

F753 Post Pushcart D120 F751 F753 Post F634 Shelf with Doors [32H] F 6 G750 Nursery Gym 5 2 5

T r a 53 Post n 7 In Wet Region: Entry zone, Messy zone s F 53 Post 7 B F C950 Box Car k

2 51 4 7 G261 Chng Tble w/steps 4" Pan " F F682 Tote Shelf G242 Shelf In Dry Region: Active zone, Quiet zone H500 Mini Art Island(18-36mos) Diapering G28 Wall-mounted Shelf Wall-mounted G28 Manipulatives (use protected corner). (M16's) Cots Stacked

Art Area Blocks Group Area J410 J432 TLC J410 J410 Toileting F648 Trans Bk Shelf F673 Corner 24" J410 A801 Work Table J410

J410 F753 Post J22 We-Do-It Bench J410 J410 Parent J410 Dramatic Play zone active zone Sign-in Area sy Glider Bench J920 mmessyes zone Soft w/ 6 Cubby Toddler Comp A255 A801 Work Work Table A801 J410 J410 F713 Bulletin Panel Bulletin F713

F778 Browser Box

F753 Post J 43 J410 2 " T 4 L 2 F675 Corner 32" C p C232 Table/Chair Set e Cubbies/Entry e w S

" e Area 4 d F756 Post 2 i F751 2. Mark in the flow paths. s p n I e e 8

A255 Comp Toddler Cubby 6 w/ Soft w/ 6 Cubby Toddler Comp A255 w 7 S 6 F753 Post F Mealtime Area e d F753 Post i Cozy Corner s F838 Mini Arch n I

8 Dry Region 7 F756 Post 6 Draw the most direct routes between the entry and F Entry F751 F753 Post F753 Post C910 Kitchen Corner Kitchen C910

J651 Child's Sofa, blue

all other doors, water sources, and storage closets. Wet Region C140 Cradle F775 Library Rack F621 Adj Shelf 24" Shelf Adj F621 eentryntry zzoneone quiet zone 3. Circle the protected corners. Reserve prime space for quiet or traffic-free activities. Protected corners should be as distant as possible from doors and flow-paths. 6. Plan activity areas in the appropriate zone.

Entry Messy Active Quiet Children’s Feeding Gross Motor: Cozy Corner: Storage ramp, slide, shallow books, Glider for Diapering/ steps, foam shapes, caregiver, cushions Staff Storage Toileting balls, mirrors, tunnel, and low soft seat- pull-to-stand bars, ing, furry friends Parent Sign-In, Sand & Water push wagons, rock- Communication Play ing toys, riding toys Manipulatives: toys and games, Transition Space: Art: Dramatic Play: small wooden adult “farewell chair” floor easels or tables simple costumes, blocks or Glider housekeeping furniture Nap Space: usually cots or mats Music & are placed around Movement: the room open space, simple rhythm instruments, CD player

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Manufacturers of solid maple furniture and toys for over 65 years

Know your group size/ratios The ‘community’ in Community Playthings is a group of

The regulations for group size and caregiver-to-child ratios vary from families that shares a faith, a way of life, and a belief in the state to state. Be sure to check your state’s requirements. importance of creative play in each child’s development. Together,

PITC recommends the following sizes for same-age groups: we express our reverence for children by creating spaces of beauty

*The space guidelines represent minimum and simplicity that nurture discovery and learning. Visit us at Minimum # Square standards of adequate square footage per Age Ratio Total Size Feet per group* group; the amounts shown do not include communityplaythings.com or call 800-777-4244 0–8 months 1:3 6 350 space for entrance areas, hallways, diapering, or napping areas. for a free Community Playthings Catalog. 6–18 months 1:3 9 500

16–36 months 1:4 12 600

PITC recommends the following sizes for mixed-age groups: Community Playthings Catalog **Of the four infants assigned to a caregiver, Minimum # Square only two should be under twenty-four Age Ratio Total Size Feet per group* months of age. 0–36 months 1:4** 8 600

References Pica, Rae. “In Defense of Active Learning.” Developmentally Appropriate Practice edited http://www.movingandlearning.com/Resources/ by Carol Copple and Sue Bredekamp, Washing- Copple, Carol and Sue Bredekamp. Develop- Articles40.htm (26 May 2011). ton DC: National Association for the Education Need help designing your space? mentally Appropriate Practice in Early Childhood of Young Children, 2009. Programs: Serving Children from Birth through Wardle, Francis. Introduction to Early Child- Age 8. Washington DC: National Association for hood Education: a Multidimensional Approach Innovations: Infant and Toddler Development Working together with you, our designers will create a custom plan that matches your the Education of Young Children, 2009. to Child-Centered Care and Learning. Boston: Kay Albrecht and Linda G. Miller, Beltsville, Allyn and Bacon, 2003. MD: Gryphon House, Inc., 2001. Lally, J. Ronald, Abbey Griffin, Emily curriculum, budget, and student mix. You know your children; we know our furniture. Fenichel, Marilyn Segal, Eleanor Szanton, Inspiring Spaces for Young Children Jessica and Bernice Weissbourd. Caring for Infants & Suggested Reading Deviney, Sandra Duncan, Sara Harris, Mary Together we can create a flexible room layout to support their learning. Toddlers in Groups: Developmentally Appropriate Ann Rody and Lois Rosenberry, Silver Spring, A Child’s Work Vivian Gussin Paley, Chicago, MD: Gryphon House, Inc., 2010. Practice. Washington DC: Zero to Three, 2004. IL: The University of Chicago Press, 2004. The best thing is, it’s free. It’s just part of what we do to make sure you get exactly Miller, Edward and Joan Almon. Crisis in the Mind in the Making Ellen Galinsky, New York, Blocks and Beyond Mary Jo Pollman, Balti- NY: HarperCollins Publishers, 2010. Kindergarten: Why Children Need to Play in School. more, MD: Paul H. Brookes Publishing Co. Inc., what you need. College Park: Alliance for Childhood, 2009. 2010. Play Stuart Brown, New York, NY: Penguin Group, Inc., 2009. Olds, Anita R. “Psychological and Physiologi- Caring Spaces, Learning Places Jim Greenman, Call today to discuss your project: cal Harmony in Child Care Center Design.” Redmond, WA: Exchange Press, Inc., 2005. The Hundred Languages of Children Carolyn Children’s Environments Quarterly volume 6, Edwards, Lella Gandini and George Forman, Green- no 4 Winter 1989: 13. Designs for Living and Learning Deb Curtis and wich, CT: Ablex Publishing Corporation, 1998. Margie Carter, St. Paul, MN: Redleaf Press, 2003. 800-777-4244

© 2011 by Community Products, LLC. 20 Community Playthings has brought to life the eight major concepts PITC “ recommends be considered when planning environments for children under three. They suggest thoughtful designs that meet the young child’s need for intimate care, foster relationships with adults and other children, and support development. “ J. Ron Lally

Resources Take advantage of our free staff development tools for early childhood educators and administrators. Learn how the classroom environment can best benefit children. Request online at communityplaythings.com or phone us at 800-777-4244.

The Wisdom of Nature The Stuff of Childhood Out My Back Door Play Equipment to Support Early Education Twelve respected educators including Nancy A guide to choosing play equipment that sup- Rosenow, Elizabeth Goodenough, and Rusty ports your developmental goals for children. Keeler convey why nature is vital to every child’s creative, social, and intellectual development.

Pre-K Spaces The Wisdom of Play Design for a Quality Classroom How Children Learn to Make Sense of the World This booklet will guide you through the steps Read what prominent educators such as to create a developmentally appropriate space David Elkind, Stuart Brown, and Joan Almon for 3–6 year olds. have to say about play.

Foundations Spaces for Children The Value of Unit Block Play Spaces for Children takes you on a virtual tour This instructive video illustrates the value of of eight unique centers, featuring interviews unit block play for young children. (30 min) with the center directors. (15 min)

Community Playthings Catalog Community Blog Community Playthings has been manufacturing Weekly postings on the importance of play, solid maple furniture and toys for childcare classroom design, outdoor learning, and much settings for over 65 years. more. Sign up at: communityplaythings.com/ resources/blog.

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