Designguidesmall
Designguidesmall
Designguidesmall
1. Purpose. This directive transmits a revised version of the General Services Administration (GSA) publication, the Child Care
Center Design Guide PBS-100, March 2003.
2. Cancellation. The former version of the Guide, PBS 140, dated June 1998, together with its previously published English
measurement version.
3. Background. The transmitted document reflects updated guidance and standards based on GSA’s experience with design,
construction and renovation of centers since the last publication of the Guide. In accordance with the Omnibus Trade and
Competitiveness Act of 1988 (Pub. L. 100-418), which mandates the metric system as the preferred system of measurement in
Federal procurement, Guide measurements are expressed in the metric system.
4. Instructions. Metric measurement should be used for all design initiated after January 1, 1994.
F. Joseph Moravec
Commissioner
Public Buildings Service
Attachment
Appendix F: ACCESSIBILITY
ACKNOWLEDGEMENTS
The GSA Child Care Center Design Guide contains information obtained from the sources below. However, general concepts, theories, and empirical
information obtained from those sources have not been specifically footnoted. The GSA appreciates the use of these valuable resources which provided a
strong starting point for the GSA in its effort to establish national standards for child care facilities. The sources are listed alphabetically.
Caring for Our Children, National Health and Safety Performance Stan Custom Playgrounds, Esther Grossman, Play Yard Design, Brooklandville,
dards: Guidelines for Out-of-Home Child Care Programs, Second Edi MD
tion. American Academy of Pediatrics, American Public Health Associa
tion and U.S. Department of Health and Human Services, Health Re Designing Settings for Infants and Toddlers in Spaces for Children, Anita
sources and Services Administration, Elk Grove Village, IL, 2002 Olds, PhD, Weinstein and David (eds), Plenum, 1987
An Outdoor Classroom, Steen B. Esbensen, High/Scope Press, Ypsilanti, Early Childhood Environment Scale, Thelma Harms and Richard M.
MI, 1997 Clifford. Teachers College Press, New York and London, 1980
Caring Spaces, Learning Places: Children’s Environments that Work, Jim Environmental Coordinator, Sandra J. Jones, General Services Administra
Greenman. Exchange Press, Inc., Redmond, WA, 1998 tion, Atlanta, GA
Child Care Design Guide, Anita Olds, PhD, McGraw-Hill, New York, NY, Infant/Toddler Rating Scale, Thelma Harms, Richard M. Clifford, and Debby
2000 Cryer. Teachers College Press, New York and London, 1990
Child Care Design Institute, Harvard University, Bruce Brook, AIA and Anita Natural Logic, William Reed, AIA, Sustainable Design, Bethesda, MD
Olds, PhD.
Piaget’s Theory of Intellectual Development, Herbert Ginsberg and Sylvia
Children’s Design Group, Mark D. Pavey, AIA, Children’s Accessibility Opper, Prentice Hall, Englewood Cliffs, NJ, 1988
Design, Montgomery, AL
Planning and Design of Children’s Outdoor Play Environments, U.S. De
City Design Collaborative, Inc., Anita Olds, PhD. Architectural Prototype partment of the Army, U.S. Government Printing Office, Washington, DC
Document, “Study for the Design of Day Care Centers in State Facilities,” and National Technical Information Service, Technical Manual TM 5803,
Boston, MA, 1987 New York, NY, 1982
Constructivist Early Education: Overview and Comparison with Other Pro Play and Playscapes, Joe L. Frost. Delmar Publishers, Inc., Albany, NY,
grams, R. DeVries, and L. Kohlberg, National Association for the Educa 1992
tion of Young Children, Washington, DC, 1987
Play for all Guidelines, Susan M. Goltsman, Daniel S. Iacofano, and Robin
C. Moore. MIG Communications, Berkeley, CA, 1987
Quality in Child Care. What Does the Research Tell Us? D.A. Phillips,
National Association for the Education of Young Children, Washington,
DC, 1987
Recommendations for Child Care Centers (rev. ed.), G.T. Moore, C.G.
Lane, A.B. Hill, U. Cohen, and T. McGinty. University of Wisconsin, Mil
waukee Center for Architecture and Urban Planning Research, Milwau
kee, WI, 1989
Report and Model Law of Public Play Equipment and Areas, M.L. Morrison
and M.E. Fish, Consumer Federation of America, Washington, DC, 1992
The Case for Mixed Age Grouping in Early Education, L.G. Katz,
D. Evangelou, and J.A. Hartman, National Association for the Education of
Young Children, Washington, DC, 1990
What is Quality Child Care? B.M. Caldwell and A.G. Hilliard, III, National
Association for the Education of Young Children, Washington, DC, 1985
The Guide provides a discussion of issues that affect design. It sets the
CHAPTER 1: benchmark. If stakeholders believe that certain features cannot be met at a
specific center location, these concerns should be addressed to the Office
INTRODUCTION TO of Child Care through the Regional Child Care Coordinator (RCCC).
1.2 Users
THE GUIDE The Guide is intended to be a source of basic architectural information for all
individuals involved in the design of Federal child care centers. Individuals
This chapter describes the purpose of the Guide, its organiza- seeking detailed information on child care practices, center operations, or
tion, the intended audience, how the information should be general Federal building standards should refer to other documents. Spe
applied, and other documents that must be referenced. It cific users of the Guide include:
also contains a glossary of terms used throughout the Guide.
Architects and Engineers (A/E’s) who will provide design services under
the direction of the GSA. In addition, these individuals must use the Guide
1.1 Purpose for pre-design planning or to assess the extent of improvements required
in an existing center in order to achieve the standard established herein.
The GSA Federal Child Care Center Design Guide (hereinafter referred to
as the Guide) contains criteria for planning and designing child care cen GSA Public Buildings Service in preparation of Prospectus Development
ters in GSA-owned or controlled spaces. It is intended for use in develop Studies (PDS), planning and program preparation. The Guide outlines the
ing future centers and expanding or renovating existing ones. Further special GSA child care center requirements which exceed base building
more, it aims not only to specify design criteria but also to explain the alterations and services for office space.
rationale for the criteria in order to enhance professional judgment. The
criteria contained in the Guide establish the baseline levels of features and GSA Regional Child Care Coordinators to interpret the level and type of
finishes to be provided in all GSA centers. The Guide also identifies de features and finishes to be provided in centers.
sired or allowable design features.
GSA Property Managers to maintain all centers and improve existing ones
The objective of the Guide is to promote centers that are child-oriented, to meet the benchmarks set in the Guide. In addition, the GSA managers
developmentally appropriate, beautiful, environmentally sensitive, health will use it for guidance in repair and replacement of existing conditions and
promoting and functional. The designer needs to be aware that a child equipment.
may be in a center up to 12,500 hours if he or she starts as an infant and
continues until entering school.1 Because children spend such long hours GSA Real Estate Specialists when developing Requests for Proposals
at the center, the design of their spaces is especially critical. (RFP) and Solicitation for Offers (SFO) for the procurement of child care
center space.
The design effort must allow for, and be sensitive to, the differences in
space attributes for children and those for adults as well as the differences Federal Agencies planning to contract with private sector architectural
in space usage by the children in different age groups. Information about firms to establish new centers or renovate existing ones.
the characteristics and activities of the children is included to provide
rationale for aspects of design. The requirements and recommendations
set forth in the Guide are aimed at establishing optimal design; though,
specific maximum or minimum requirements are stated when appropriate.
Other documents that the user must reference include the latest edition of z Fire Safety Retrofitting in Historic Buildings, August 1989, Advisory Council
the following: on Historic Preservation and the General Services Administration.
z The GSA’s Facilities Standards for the Public Buildings Service con z Lead-Based Paint Interim Guidelines for Hazard Identification and Abate-
tains standards and requirements for all spaces owned or controlled by ment in Public and Indian Housing, September 1990, Department of
GSA. It also instructs the user on other codes, standards, and regula Housing and Urban Development (HUD).
tions that apply, including access for the disabled, historic preservation,
energy conservation, cost analysis, value engineering, fire protection en z Radon in Water Sampling Manual (EPA/EERF-Manual-78-1), Environ
gineering and environmental protection. mental Protection Agency.
z The GSA’s Prospectus Development Study Guide (PDS) should be refer z The Environmental Resource Guide, with Supplements, The American
enced when a center is in an above prospectus project. The PBS Guide Institute of Architects, 1996.
contains project-specific architectural programs, budgets, and implemen z Building Security Assessment provided by the regional Federal Protec-
tation strategies. tive Service (FPS).
z Federal Management Regulations (FMR 102-19), Assignment and Utili- z Leadership in Energy and Environmental Design (LEED) Green Building
zation of Space, General Services Administration. The FMR identifies Rating System, Version 2.0, US Green Building Council, March 2000.
policies and procedures for development of space requirements and the Including draft version for Renovation, March 2002. www.usgbc.org
use of space in GSA-controlled facilities.
z Leadership in Energy and Environmental Design (LEED) Reference Guide,
z Uniform Federal Accessibility Standards (UFAS), Federal Standard 795, Version 2.0, US Green Building Council, August 2000.
General Services Administration.
z The Environmental Protection Agency’s “Comprehensive Procurement
z Americans with Disabilities Act (ADA), and the Americans with Disabili- Guidelines,” which addresses requirements for use of recycled materi
ties Act Architectural Guidelines (ADAAG), Department of Justice, Of als in Government procurement.
fice of the Attorney General.
z Accreditation Criteria and Procedures of the National Academy of Early 1.4 Organization
Childhood Programs, National Association for the Education of Young
Children (NAEYC). The following are brief descriptions of each chapter.
z Developmentally Appropriate Practice in Early Childhood Programs Serv-
ing Children from Birth to Age Eight, National Association for the Educa Chapter 1: Introduction to the Guide. The chapter describes the pur
tion of Young Children (NAEYC). pose of the Guide, its organization, the intended audience, how the infor
mation should be applied, as well as other documents that must be refer
z Lead in School Drinking Water, EPA 570/89-001. enced. It also contains a glossary of terms used throughout the Guide.
z State licensing requirements for the individual states where Federal child
care centers are located. Chapter 2: Mission, Goals, Administration, and Policy. The chapter
describes the administration and policies of GSA with respect to child care
z Handbook for Public Playground Safety, US Consumer Product Safety centers. The chapter also discusses the agency groups involved in the
Commission (CPSC). planning and operation of the center, and the process necessary to design
a high quality, cost effective child care center. It also deals with real estate
1-2 PBS-140 - July 2003
CHAPTER 1: INTRODUCTION TO THE GUIDE
management policies affecting center development, standards with which Chapter 10: Technical Criteria. This chapter includes technical criteria
design and operations must comply, and the GSA goals and objectives for and identifies the pertinent regulations which will apply to the Guide.
center design and operation.
Appendices: Appendix A provides additional technical information on
Chapter 3: Children and Adults in the Center. The chapter identifies metric conversion. Appendix B provides listings of appropriate plantings in
those who use the center and how they tend to utilize it. A discussion of the vicinity of child care centers. See Appendix C for the GSA Office of Child
children’s basic developmental needs and activities for each age group, Care and Regional telephone and mailing information. Appendix D includes
and how these needs and activities impact the design of the center, is also two “Design Checklists” designed for use by designers of new facilities and
included. for those assessing existing centers. Appendix E provides additional infor
mation on providing a healthful indoor and outdoor environment. Appendix F
Chapter 4: NAEYC and Other Standards. The NAEYC criteria for op provides accessibility standards. Appendix G provides information on play
erational programs, including child group sizes and staff-child ratios, are ground solicitation requirements.
summarized.
Index: The index provides the page number locations of subject catego
Chapter 5: Planning for Space and Location. The chapter describes ries and specific terms contained within the Guide.
criteria used in selecting a center location together with planning and pro
gramming space requirements, as well as example space programs for
various center populations. 1.5 Glossary of Terms
Chapter 6: Site Design. Concepts and criteria for site design and design
Actual Floor Area (AFA) - The square meters required as measured from
of play yards are provided. The general types of outdoor areas and the
the inside of partitions, doors, and glazing. AFA includes area required for
relationships of these areas to other outdoor and indoor spaces are de
built-in case goods, fixtures, and equipment. (See Table1.1 on page 1-5)
scribed. Detailed criteria for materials, features, furnishings, and equip
ment required in these spaces are given.
ADAAG - Americans with Disabilities Act Architectural Guidelines.
Chapter 7: Interior Space Design. The chapter provides concepts and
criteria for the design of the interior spaces within a child care center. Major American Society for Testing and Materials (ASTM) - The organization
types of spaces include entry and circulation, staff, classroom, common, that develops standards and provides related information on characteristics
and service spaces. and performance of materials, products, systems, and services.
Chapter 8: Furnishings and Equipment. General criteria regarding fur Architectural (or Facility) Program - A written and sometimes graphic
nishings and equipment for the center, including references to applicable document that specifies the architectural requirements that the building
codes and regulations, are provided in this chapter. At the end of the chap design must satisfy.
ter, there is a list of the furnishings and equipment that may be provided by
the Federal Government as part of the baseline provisions. Board of Directors - A group, ideally of 7-11 individuals, with diverse profes
sional backgrounds and skills to support the selection and oversight of a
Chapter 9: Interior Finishes. The chapter provides a consolidated dis private center service provider. The board should be a non-profit corporation
cussion of finishes required in child care centers, establishes the baseline tasked with fund-raising and distribution of tuition assistance. Boards coor
finishes, and discusses acceptable options. dinate closely with GSA’s Regional Child Care Coordinators.
Capacity - The total number of children that may be in care at any one time Group - Two or more children who are cared for in the same self-contained
as specified by the license or letter of compliance. classroom. In addition, these children have the same caregiver who is re
sponsible to address their basic needs, well being and development.
Child Care - A comprehensive service which enhances the productivity of
working parents by attending to the development needs of their children. GSA - The US General Services Administration is an agency of the US
The intention of high quality Federal child care is to allow employees to Government, which, among other responsibilities, provides and manages
respond to their dual work and family responsibilities effectively to the ben building space occupied by Federal agencies.
efit of both families and the Government as employer.
Infant - A child from birth to12 months.
Child Care Center - A licensed child care center is a facility, other than a
private residence, approved and licensed by a state or other applicable Mixed-Age Grouping - Mixed-age groups usually contain children rang
local authority where a person, other than relative or guardian, is compen ing from 2 to 5 years old.
sated to provide care and supervision for 4 or more children under 7 years
of age for less than 24 hours a day. For the purposes of this Guide, a
Net Usable Floor Area (NUFA) - The amount of space the Government
“small” center will be one which is licensed for less than 60 children, while a
must lease to accommodate a space requirement. It is comprised of oc
“large” one is licensed for more than 94 children.
cupiable area plus any additional space (such as corridor spaces) that
may be required to meet GSA requirements. (See Table1.1 on page 1-5)
Classrooms - The architecturally defined areas that contain each group of
children. Classrooms may be separated by full partitions or by partial bar
NAEYC (National Association for the Education of Young Children) - A
riers that also allow controlled visual or acoustical connections to other
professional organization of early childhood specialists concerned with the
groups. The internal layout of a child care classroom is markedly different
care and developmental opportunities provided to children.
from that of a traditional primary school classroom.
Gross Floor Area (GFA) - Refers to the total area of all floors of a building Office of Child Care - The organization under the PBS Commissioner’s
including main building lobbies, elevator shafts, egress stairwells and exte Office responsible for the oversight of GSA’s child care program. See Ap
rior partitions measured to the exterior side of the exterior wall. (See Table1.1 pendix C for telephone and mailing information.
on page 1-5)
Public Buildings Service (PBS) - A service within GSA dealing with real
estate and physical workplace issues. The accountable GSA official for the
child care program in each region is the Regional Child Care Coordinator
(RCCC).
2.1
2.2
Program Goals and Objectives
Process
2.2.1 A/E Qualifications
2-1
2-2
2-2
2
2.3 Standards 2-2
MISSION, GOALS, design, while also considering the goals of the parents, sponsoring
agency(ies), and governing boards of directors.
z Creating an environment that attests to GSA’s high level of commitment
z Creating an accessible center for the disabled, staff, parents and chil
dren in a cost effective manner. 2.2.1 A/E Qualifications
z Providing a healthful indoor and outdoor environment.
Where a request for proposals (RFP) is issued for the project a statement
of the key design firm’s and the consultants’ qualifications in sustainable,
2.2 Process high-performance and/or integrative design (as defined in Appendix E)
should be included in the qualification requirements.
GSA has learned through its design and construction experience that owner
involvement at the beginning of the design process, starting at the initial
planning stages, is the most valuable investment to ensure the excellence
2.3 Standards
and cost effectiveness of the final result. (Note that the beginning of the Child care centers must comply with all Federal regulations governing gen
process starts with planning and pre-design stages and continues through eral building types as defined in the latest edition of the GSA’s Facilities
the design concept. The early stages of design, leading up to the concept, Standards for the Public Buildings Service. Center design must comply
form the foundation of an excellent and functional design.) with:
z Uniform Federal Accessibility Standards (UFAS) and Americans with
The design process for new child care centers or major center renovation/ Disabilities Act (ADA). The design must accommodate children and
expansions must begin with a high level of communication, particularly adults with disabilities.
because a well designed center requires an array of functional and aes z Historic Preservation Act. Modification of historic buildings or buildings
thetic requirements in a relatively small space and must satisfy a wide deemed eligible for the National Register of Historic Places must follow
range of “customers.” specific guidelines. The GSA Regional Historic Preservation Officer
should be consulted during the planning stages for consultation on reno
To accommodate this, GSA will convene a “design workshop,” to which all vating space in a building.
interested stakeholders should be invited, including, but not limited to, prop 1. Which is at least fifty years old (or will be when the renovation is com
erty managers, the RCCC, the architectural and facilities representative pleted).
from the Office of Child Care, the appropriate GSA regional safety profes 2. Which is deemed to be exemplary of a particular style.
sionals, as well as representation from the Board of Directors or the start 3. Which has historic significance in terms of events to which the build
up committee, the Agency and the A/E. If regional safety and security ing is related.
professionals cannot attend, their input must be provided. GSA has found z Comprehensive Procurement Guideline (CPG), US EPA, Office of Solid
that projects which start with a design workshop move ahead more effec Waste and Emergency Response. Through this document, EPA desig
tively. Additional planning up front has been found, time and again, to be nates items that must contain recycled content when purchased by fed
well worth the investment. eral, state, and local agencies, or by government contractors using ap
propriated federal funds. Under E.O. 13101 EPA is required to update
This design workshop can also be associated with a partnering session. A the CPG every 2 years.
partnering session can be highly effective in clarifying roles and responsi z Executive Order (E.O.) 13101 “Greening the Government Through Waste
bilities. It typically results in a written charter which the various attendees Prevention, Recycling, and Federal Acquisition,” September 14, 1998.
are invited to sign in order to commit themselves to taking clearly defined z Executive Order (E.O.) 13148 “Greening the Government through Lead-
steps for collaboration on a successful project. ership in Environmental Management,” June 1999.
As terms of the license under which child care centers in GSA operate,
after a specified period of time (typically after one year of operation), the
provider must commit to beginning the accreditation process of the National
2-2 PBS-140 - July 2003
CHAPTER 2: MISSION, GOALS, ADMINISTRATION AND POLICY
Academy of Early Childhood Programs. This is a division of the National Portfolio Management Division has determined will involve a new or
Association for the Education of Young Children (NAEYC). Receipt of expanded child care center, GSA’s Office of Child Care must be involved.
accreditation entails approximately one year if the center “passes” at the It is at the planning stage that the important budgeting decisions are made.
first opportunity. Accreditation is defined by the Accreditation Criteria and The planning process recommends allotment of funds for components and
Procedures of the National Association for the Education of Young Children features which, while having a higher first cost, will lower the life cycle
published by the NAEYC. costs of the center. Unless these are considered at the initial planning
stages before actual design begins, the budget will rarely be adequate to
Refer to Chapter 4 of the Guide for more information. Child care centers ensure their incorporation. When that happens, the Government has missed
must also comply with State and local licensing regulations and any other an opportunity for long-term savings.
applicable standards before opening.
When the Regional Child Care Center Coordinator (RCCC) recommends
The initial stages of the project are the most valuable for the inclusion of approval of the design concept, working drawings for the project may pro
sustainable features. See Appendix E for this information. ceed. The Office of Child Care must also review the drawings as the de
tails are developed (typically at the 50-60 % level of completion) to ensure
2.4 GSA’s Authority that the level of detail is congruent with the objectives of the Design Guide
and the Program.
United States Code 40, Section 590 (formerly 490b) gives Federal agen GSA has a network of 11 RCCC’s (see Appendix C for telephone numbers
cies the authority to establish child care centers in Federal facilities. This and addresses) who deliver the following services:
is sometimes referred to as the “Trible Amendment.” z Provide guidance, assistance, and oversight to Federal agencies during
the development and operations of child care centers.
The Child Care Program of GSA is responsible for the following: z Provide program review, and oversee licensing compliance.
z Policy clarification on issues which impact child care centers in GSA z Provide on-going technical assistance and resources to governing boards,
space. In addition, GSA compiles data on child care centers and ex organizing committees, and Federal agencies, as well as, (indirectly) to
ecution of the programs’ policies. Through its design reviews, the physical child care center directors and providers.
status of a center is measured against the baseline set forth in this Guide.
The purpose is long-term budgeting for the nationwide program to es
tablish a “master plan” that brings all centers to a minimum level estab 2.5 Center Management
lished in the Guide.
z Resources and training to Regional Child Care Coordinators and Prop GSA does not directly operate GSA child care centers. GSA grants author
erty Managers and the national child care community. ity for the day-to-day management of the center either to a Board of Direc
z Periodic training events for regional program coordinators, center staff, tors or to a private provider. These entities use Federal space to operate
providers, governing boards, and agency representatives, as well as the child care center under a revocable license agreement, which includes
provision of training materials. a series of special conditions.
z Special projects and publications on new initiatives and policies.
The principle management model and the parties involved are as follows:
z Sponsorship of the Interagency Task Force on Federal Child Care.
The Board of Directors (which is not a GSA entity) contracts with private
z Consultation on Planning, Concept Design Review and final approval for
sector providers. Variations of this model may exist, depending upon cir
center design concept. In order to expedite the design process and to
cumstances. For instance, the sponsoring agency may obtain the license
help ensure that the final outcome meets national program objectives,
and contract directly with the provider. GSA has a Board of Director’s
the facilities expertise of GSA’s Office of Child Care must be involved in
Manual which can be obtained, together with other information, through
the design and planning process at the earliest stages. When a Pro
the RCCC.
spectus Development Study (PDS) is initiated, for instance, which GSA’s
PBS-140 - July 2003 2-3
CHAPTER 2: MISSION, GOALS, ADMINISTRATION AND POLICY
Regardless of which management model is utilized, a Parent Advisory Com z Fire protection systems (e.g., fire detection, fire alarm, and fire suppres
mittee (PAC) may be established. The purpose of the PAC is to inform sion) as defined by the latest edition of GSA’s Facilities Standards for
parents, provide input to the center, raise funds, and provide volunteers. A the Public Buildings Service and as amended in the Guide.
representative of the PAC generally serves as a liaison for the parents, z Laundry equipment and a kitchen with heavy duty equipment, capable
either by serving on the board or by working directly with the agency. of accommodating full food service or meals prepared by an on-site
cook. Specifics about the grade of required equipment must be clarified
at the time of the concept design.
2.6 GSA Policy for Allocating
Costs 2.7 A/E Submission
GSA’s Public Buildings Service (PBS). The GSA’s PBS is the “landlord”
for child care centers located in GSA-owned or controlled space. The GSA
Requirements
PBS typically provides finished space, and will provide planning, design,
z Fully readable, half-size drawings are to be submitted to the RCCC and
and construction services. Center rent is typically billed as “joint use” space.
the Architect, Office of Child Care, for review at various stages of design
PBS collects the annual user charge from the sponsoring agency (ies).
development as per the scope of work for the project.
GSA, in partnership with the sponsoring agency, ensures that telephone
z A sample board of finish materials is to be submitted to the RCCC and
services, utilities, physical maintenance and janitorial services are provided
Architect, Office of Child Care, for approval.
to the center and that the space is safe and environmentally healthy.
z Paint mock-ups as detailed in this Guide for selection purposes.
Rent charges are set per GSA’s pricing policy. It is GSA’s intent to provide
an operable center for the sponsoring agency(ies). The following are the
baseline provisions for child care centers in the GSA system:
z Standard finishes and features for typical office space prescribed by the
latest edition of GSA’s Facilities Standards for the Public Buildings Ser
vice.
z Cabinets, millwork, and all built-in items as defined in the Guide.
z Special finishes and features as defined in the Guide.
z Furniture and equipment as listed in the Guide (subject to RCCC ap
proval).
z Power, conduit for wiring, and space for electronic communication and
security equipment as defined in the latest edition of GSA’s Facilities
Standards for the Public Buildings Service.
z Security equipment as defined by the GSA, based on the FPS Building
Security Assessment for the identified site. Power, conduit for wiring,
and space will be provided as defined by the latest edition of GSA’s
Facilities Standards for the Public Buildings Service. Security equip
ment requested for the center, but not required by the GSA, will be funded
by the requester and provided by GSA.
3.3
3.2.3
Children
Service Personnel
3.3.1 Infants
3.3.2 Young Toddlers
3-2
3-3
3-3
3-5
3
3.3.3 Older Toddlers 3-5
This chapter identifies users of the center, the basic needs and activities of Adult family members spend time in the center in several different ways,
each age group, and how these needs and activities impact the center de including arriving with the children, picking them up to take them home, as
sign. well as spending time with them while at the center. For instance, parents
may eat lunch at the center with the children, meet with teachers and staff,
The design of the child care center should accommodate the needs of socialize with other parents, and participate in center activities, organizations,
children, parents, teachers, administrators, and service personnel in a and programs. The center may even function as a focus for human contact
comfortable and nurturing environment. It must allow adults to care for children and stress reduction that is not possible within the worker’s own work
in settings designed primarily for use by children. The following summarizes environment.
the needs of each group.
For instance, parents accompany their child to the classroom. When they
3.1 Adults arrive there, the parents usually help children remove and store their outdoor
clothing. They may bring infants in strollers. They also leave messages
3.1.1 Parents:
for teachers and receive messages from them, usually at one location
Congress granted authority for use of Federal space for child care to
designed specifically for that purpose. They may linger to spend time with
increase worker productivity that results from on-site child care. Like many
the child or to talk to the teacher before departing. The entry, reception,
private employers, the Government saw that providing parents with the
and classroom cubby areas provide a social setting for the parents, without
opportunity for quality child care could enhance the performance of the
disrupting the flow of activity in the classrooms.
organization — especially because the majority of worker absences result
from the breakdown in child care arrangements.
Parents may visit their children during the day. Nursing mothers might visit
the center to feed their infants and, therefore, a private, intimate-feeling,
So, the designer should keep the needs and convenience of these busy
area should be provided for them to do so.
adults in mind when planning and designing the center. At the same time,
the design should provide a setting that supports a community of center
Parents also come to the center for conferences with teachers. Information
users. This will serve the needs of the children and the agency. It will
may be posted for the parents on a bulletin board, typically located along
enhance a natural, home-like environment for children and will increase
the entrance path. The center will have slotted fee boxes for tuition checks
the employee’s allegiance to the workplace as a quality, family-friendly
and small cubbies for private mail communications between the parent
environment. The design can respond to the needs of parents by
and the center. These must be considered in the design. Finally, parents
addressing:
are encouraged to participate in volunteer activities at the center such as
z Temporary parking arrangements for drop-off and pickup.
serving on committees or boards, participating in fund-raising activities,
assisting with field trips, and various types of classroom assistance.
PBS-140 - July 2003 3-1
CHAPTER 3: ADULTS AND CHILDREN IN THE CENTER
and linens. Facilities need to be provided for this. The needs of the service
z Pre-school children (36 months and older, not in kindergarten)
personnel can be expedited by:
z School-age (6 years and older; enrolled in after-school or summer
z Adequate space in janitor’s well-located closet for cleaning materials.
programs at the center)
z Ease of supply delivery.
Pre-school and younger children spend an average of nine hours per day
As infants mature, their sleep needs decrease from the frequent naps of
at the center. For most of their care, children remain at the facility. There
young infancy to a few naps at regular times during the day. Because each
are occasions when the children leave the center on field trips with teachers
infant may have a unique schedule, a variety of activities can take place in
and center volunteers. The center must promote a child’s optimal
the infant room at any given time, ranging from playing, diaper changing,
development by providing safe, interesting, health-promoting, and
and eating to sleeping, cuddling, and nursing. This variety of activities
appropriate environments which allow the children to engage in
requires that quiet areas be separate from more active areas.
developmentally appropriate activities.
Most infants have not begun toilet training, so frequent diaper changes are
Children’s needs, in many respects, correspond to their age. Although
needed. When teachers are with an infant at the diaper changing table,
each child develops according to his or her unique schedule, children can
they also need to supervise other infants and maintain visibility to other
be characterized as belonging to general age categories of development,
infants. Visible connection between teacher and infant should be maintained
with each age group having a different set of needs. To meet these needs,
to the maximum extent feasible. The design and location of changing
the space for each age group will be inherently different.
tables should reflect this requirement. Teachers’ view into the activity area
should be unobstructed while at the diaper changing area. When infants
The following four broad age groupings will be referred to throughout the
are in the activity area, they must be able to see teachers as well.
Guide. In any individual center, actual age ranges between groups may
very explorative and messy. At around 12 months, infants eat at low, round z Gross motor area (away from the main circulation flow) that is soft and
tables. The dining atmosphere changes from a quiet, intimate environment easily cleaned, with a provision of continuous soft mat. Typically, the
to an active, social event. area should be defined by a low (300-450 mm) padded bumper which
may or may not be built-in to contain the crawl area and to provide for
Developmentally appropriate activities for this group include interaction with adult seating near infant’s level.
teachers, children, and other infants; experiencing the environment through z Low padded risers for level change.
all the senses; and physical movement through the space. Infants need a z Visual contact with the exterior at infants’ eye-level.
safe, stimulating environment where they can explore, absorb, and organize z Cribs directly observable by teachers.
information about their world. They exercise muscles by crawling and z Cribs located under soft, preferably dimmer-controlled lighting.
climbing on soft surfaces and over slight level changes. They can pull to z Toys easily accessible to the infants from open shelving.
standing and practice walking by using low grab bars. z Provision of continuous impervious flooring in the feeding area.
Manipulative, stimulating toys and other learning materials help infants learn to an isolated, lined up high chair arrangement).
about objects and enable them to develop motor coordination. Toys should
be placed on low, open shelving where the infant can see and grasp them. Though the actual equipment is provided by GSA, it is essential that the
In rooms with high ceilings, mobiles may be hung from the ceiling at least A/E verify dimensions and indicate the location (using dotted lines) of all
2035 mm above the floor. major equipment, particularly cribs and feeding components on the
architectural plans. This will ensure the proper fit and clearances are achieved
The classroom should offer a series of intriguing attractions for crawling in the final result.
and standing infants, particularly at eye level (300 mm - 450 mm above the
floor). The environment, including toys, aids in the infants’ language The conceptual sleeping area arrangement shown below uses clear vision
development. The design and scale of furnishings and equipment in the divider panels to allow for more efficient placement of cribs. Small, three-
infant room should support the infant’s activities, while assisting the care- drawer dressers placed between the cribs create the feel of a homelike
giving adults. The design must allow teachers to see and hear all the bedroom, provide additional storage for diapers, and provide necessary
infants at any given time, and quickly reach any one of them if the need clearance between cribs. Check with local licensing to ensure applicability.
arises. Infants also must be able to readily see the teacher as they need
the psychological security of a teacher’s presence.
Infants spend time in their outdoor play yard under the supervision of their
teachers safely apart from, but usually in view of, the older children. Infants,
particularly those that are crawling and starting to walk, require outdoor
opportunities to explore and move about the safe world of the infant play
yard.
Teachers may assist infants in their exploration of the world by taking them
on “strolls” through the building and outdoors. Infants, riding in groups in
multi-passenger strollers, benefit from both social interaction and sensory
stimulation from these excursions. Some conditions that will greatly
enhance the quality of care which teachers can provide include the following:
3.3.2 Young Toddlers: This age group is involved in other developmental activities as well, such
The toddler classroom hums with activity as toddlers quickly move through as beginning block play and social play and space must be provided for
their space, involved in all the activities available to them. This environment these activities. The development of language skills is assisted through
needs to be stimulating, offering the child a safe, yet warm and nurturing the use of simple books, pictures, puzzles, and music.
place to spend the day. Often, this group includes 2 teachers and 10 to 12
younger toddlers or up to 14 older toddlers. Toddlers thrive on exploration and creativity; enjoying fantasy activities,
playing with props, and making choices. Manipulative toys and materials
At the beginning of the day, toddlers arrive at the classroom with their parents should be located on low, open shelving where the toddler can see and
who may assist them with removing their outdoor clothing and storing items easily reach them.
in their cubbies. Young toddlers will usually have diaper bags to store in
their cubbies and supplies to be placed at the diapering area. The older Teachers in this classroom assist and interact with the toddler, encouraging
toddlers may bring lunches or toys from home, perhaps carrying them in the development of greater independence. Though space should be
satchels or backpacks which can also be used to carry such things as generally scaled to child size, the classroom design must also permit teacher
papers and art work home at the end of the day. Satchels and backpacks access to all spaces. To enhance the functioning of the center, experience
may be stored in the cubbies or within the classroom on hooks provided. has shown that a diaper changing table should be provided in older toddler
classrooms, even though older toddlers are typically toilet trained. This
Toddlers are in the process of gaining independence, advancing in their addition will help teachers.
feeding, toileting, and dressing skills. Furnishings and equipment need to
be scaled for this age group to encourage growth toward independence. While toddlers are beginning to develop, they need easy visual access to
Older toddlers may nap only once a day on cots or mats which are stored their teachers for security and comfort. A functional and nurturing feature
while not in use, while younger toddlers may nap more often and need a which is highly recommended is a simple series of three to four low risers
crib in a quiet area. Most care functions take place in the classroom with which several toddlers at a time can occupy. This arrangement also provides
the teacher’s assistance. excellent seating for adults while they interact with several children —
reading them a story, for example. This need not be a built in feature.
Toddlers gather at child-scaled tables for snacks and lunch time. They can
feed themselves with some assistance from their teachers. Toddlers are Toddlers, accompanied by their teachers, will spend time in their outdoor
beginning toilet training and require a child-scaled toilet area in their play yard, apart but not visually or acoustically separated from older
classroom. Young toddlers still need diapering areas as well as child sized children’s play yards. The outdoor space offers many opportunities for
toilet facilities. activities such as cruising, climbing, and manipulative play involving
materials such as sand and water. This group may take part in activities in
3.3.3 Older Toddlers: a multiple-purpose area as well.
Toddlers are busy experiencing their environment, developing essential
motor skills as they take part in active play. They are mastering walking, Toddlers, with their teachers, may go outside the building on excursions,
and are beginning to develop running, jumping, and climbing skills. Toddler allowing for more exploration and interaction. Younger toddlers may need
rooms need to provide stimulating opportunities for active crawling, pushing to be transported in multi-passenger strollers. Older toddlers may walk
wheeled toys, climbing in and out of play components, cruising, (movement hand-in-hand with their teachers.
through space to view and select from a variety of activities), as well as
beginning to walk, and climbing up and down stairs. Toddlers tend to move 3.3.4 Pre-School Children:
about very quickly, often in groups rather than individually, and the design Pre-school children are expanding their vocabulary, and are developing
must allow for this group action. Features such as wide access to lofts and language, small and large muscle coordination, and complex cognitive/
generous, clear pathways (no sharp corners) should be provided. social skills. This group may consist of as many as 18 to 20 pre-school
children (with 2 teachers) busily pursuing all the recommended activities
PBS-140 - July 2003 3-5
CHAPTER 3: ADULTS AND CHILDREN IN THE CENTER
available to them in an environment which is safe, durable, and interest 3.3.6 School-Age Children:
ing without overstimulating the children. School-age children come to the center for before/after-school care and,
holiday and summer programs. Their needs differ from pre-school children,
These children arrive at the classroom with their parents and, after storing and the area of the center devoted to them should reflect those differences,
their outdoor clothing and personal items (perhaps using a satchel or including the need for separate male and female toilet facilities.
backpack), they begin their day in the center. The pre-school classroom
needs large, bright, unrestricted spaces, as well as intimate, quiet areas This group can have as many as 20 to 24 children with 2 teachers. Their
with soft materials. classroom, and ideally even its entrance, should be somewhat apart from
the other classrooms. The area should include appropriately scaled
Pre-school children usually need a nap or quiet time. This normally occurs furnishings and equipment, and a slightly more sophisticated “clubhouse”
in the classroom space on cots or mats that are stored when not in use. atmosphere.
Mealtime is an opportunity for social interaction as the children and their
teachers gather around tables in the classroom to eat snacks and lunch. School-age children spend their time in the center involved in developmentally
appropriate activities. They may eat or snack, do homework, enjoy audiovisual
Children at this age are actively exploring their environment; exercising entertainment, play games, and participate in active games and outdoor
large muscle skills by running, jumping, galloping, riding wheeled toys, and sports. Children coming to the center from a full-day school program need
playing various ball games. The pre-school classroom requires a large space that is homelike and comfortable, that provides areas for both quiet
amount of architecturally unrestricted available space which teachers and activities and more active play.
children can divide into smaller learning environments. The number of
children in the group and the type of activities in which they are involved After-school programs require a separate classroom, but not one necessarily
impact this space requirement. Because they have typically become more contiguous with the rest of the center. Summer programs for school-age
independent, they tend to initiate their own activity by accessing appropriate children may utilize a flexible area within the center, such as the multiple
materials and by displaying their own work. purpose space. The summer group is taken on many excursions outside
the center and generally utilizes the center space only for the beginning and
Other activities for this group are dramatic play, music, painting, puzzles, end-of-day portion of their program. The needs of this age group can be
block play, and storytelling. Children are involved in projects, including art, accommodated by providing:
manipulative play, simple food preparation, elementary math, problem z Adequate space for storage of children’s personal belongings.
solving, science, and gardening. z Low shelving for teaching materials, toys and manipulatives.
z Generous amounts of impervious floor area under eating and messy
Pre-school children will spend a lot of time in their outdoor play yard as project areas.
weather permits and also in a multiple-purpose space, if provided. They z Corners left unencumbered by storage so they can be used as interest
will participate in many of the same activities in the play yard as those areas, “retreats”, or for activities.
pursued in the classroom. Children will also go on field trips outside the z A loft that presents physical challenges as well as a “place apart” for
center, either walking with their teachers or being transported. gathering of small groups.
3.3.5 Kindergarten:
Kindergarten classrooms, when provided, will have a layout similar to the
pre-school classroom except provide separate, accessible boys and girls
toilet facilities with partitioning for privacy if more then one is provided. Local
licensing requirements must be met. Note that in some states, separate
toilet facilities are required for children 48 months and older. It is the designer’s
responsibility to ascertain local requirements.
3-6 PBS-140 - July 2003
CHAPTER 3: ADULTS AND CHILDREN IN THE CENTER
Child Data - The Handbook for Child Measurements and Capabilities - Data for Design Safety
Authors; Beverly Norris and John R. Wilson
Published by DTI; Department of Trade Industry
Institute for Occupational Ergonomics
Department of Manufacturing Engineering and Operations Management
University of Nottingham
University Park
Nottingham
NG7 2RD
4
4.1.8 Health and Safety 4-2
social interaction. All rooms should have comfortable seating for adults.
CHAPTER 4: Window seats are particularly inviting for adult/child interaction as long as
other areas allow for program activities (science/grouping projects, for
NAEYC AND OTHER instance). To engender the desirable trust between caregivers and infants
as well as visiting parents, it is desirable to have space for glider chairs in
infant rooms of the type that will not allow children to catch fingers in moving
STANDARDS parts.
4.1.2 Curriculum:
GOAL: The curriculum encourages children to be actively involved in the
This chapter summarizes the National Association for the Edu learning process, to experience a variety of developmentally appropriate
cation of Young Children (NAEYC) criteria for operational pro activities and materials, and to pursue their own interest in the context of
grams including child group sizes and staff-child ratios. life in the community and the world.
NAEYC is a nationally recognized accrediting body, and its
criteria are in addition to state and local licensing and code Classrooms must have sufficient space, equipment, and storage to support
regulations. Should conflict arise between NAEYC criteria and a developmentally oriented curriculum. Classrooms must be configured
other applicable codes and regulations, those deemed most well enough to allow circulation to each area while minimizing disturbance
restrictive will apply. to other children engaged in an activity. Well located storage is absolutely
vital to maintaining ease of circulation and supervision. The center must
have child-accessible displays of curriculum materials, either on built-in
4.1 NAEYC Program Criteria open shelving at the child’s height or by movable, open, child-scale shelving
The NAEYC criteria are stated in ten broad categories, each having a primary units. The design must support a balance of the following activities:
goal. The following are citations of the minimum goals1 and discussion of z Indoor and outdoor.
the general design implications. The purpose of the design criteria in the z Quiet and active.
Guide is to achieve or exceed the NAEYC goals. Note that a center can be z Individual and group.
accredited and still fall short of GSA’s minimum facility guidelines. z Large and small motor activity.
z Child and staff initiated.
4.1.1 Interactions Among Staff and Children:
GOAL: Interactions between children and staff provide opportunities for Curriculum features include unencumbered wall space at the child’s level to
children to develop an understanding of self and others and are characterized promote interesting center arrangements and wall display. There is also a
by warmth, personal respect, individuality, positive support, and need for flexible space and easily changeable furniture arrangement.
responsiveness. Staff facilitate interactions among children to provide
opportunities for development of self-esteem, social competence, and 4.1.3 Staff-Parent Interaction:
intellectual growth. GOAL: Parents are well informed about the program, and welcomed as
observers and contributors to the program.
A prime objective of a successful design is to create conditions that allow
caregivers and children to interact both verbally and non-verbally in large The center must provide adequate areas for private consultation between
and small groups. To do this successfully, classroom space should not teachers and parents. A reception area for check-in must also be provided.
appear crowded. It should include low tables, several interest areas and the Space in the classroom must be adequate to accommodate parent visits.
space for caregivers to communicate individually with children. If there is Bulletin boards for parent notices, mail drops near the main entrance, and
adequate space, and the arrangement allows, tables and counters which newsletters should be available for communications between the center
put children face to face can help promote an environment that encourages and parents.
PBS-140 - July 2003 4-1
CHAPTER 4: NAEYC AND OTHER STANDARDS
The quality of a center’s design can play an important role in attracting and The physical environment supports the operational quality of a center and
retaining skilled staff who spend so much of their time in classrooms. A profoundly affects the behavior and development of children, as well as
properly designed center can improve staff attitude, reduce stress, and the efficient functioning and sense of well being in adult caregivers. A
minimize the effort of the teachers. It can also integrate appropriate pleasant functional environment is bound to influence the way caregivers
acoustical treatment and separation of active and quiet areas to reduce react to the children. Likewise, when we consider that young children do
noise levels. The appropriate arrangement of the diapering areas to allow not yet talk, or do not talk with adult sophistication, we can appreciate the
easy supervision makes the staff’s job easier. Classroom features should power of the cues the environment gives them. The ideal environment is
be considered to reduce the effort required for teachers to perform their intriguing, rich and challenging to children, but is not over-stimulating or
tasks. Conference space must be adequate to allow for staff training “flashy.” It is rich in subtle visual and tactile experience, incorporating natural
sessions and regular staff meetings. A separate lounge with lockable elements to the maximum extent possible. The center must have sufficient
storage space for staff personal belongings provides staff members with a activity space, storage, and curriculum materials for the children. Outdoor
quiet break area. The lounge should include ample storage space for and indoor space must be provided, with both quiet and active play areas.
resources and equipment. It is also highly desirable to have space to The criteria set forth by the NAEYC in this category are embodied in the
prepare large materials and learning activities. standards of the Guide.
The placement of the director’s office space should facilitate frequent contact The center’s design must comply with the requirements of the latest edition
with the children, parents, and staff. Adequate space must be available for of GSA’s Facility Standards for the Public Buildings Service. The building
parent orientation sessions. Adequate work space and file storage must security assessment, available through the regional FPS, is an essential
be provided to support a center director in the performance of administrative guide to security requirements for specific locations. It must also comply
tasks. The arrangement of office space should be studied to ensure the with Federal, state, and local codes and standards which may apply. The
adequate amount of storage space and efficient placement of equipment. center design must facilitate both teacher supervision and ease of
maintenance. Because centers must be cleaned much more frequently
4.1.6 Staffing: than office space, for example, design details should be considered with
GOAL: The program is sufficiently staffed to meet the needs and promote this in mind. Properly designed, well located toilet and hand washing facilities
the physical, social, emotional, and cognitive development of children. are essential. Lockable storage must be provided for poisonous materials
in each classroom, kitchen and laundry area.
The size of classrooms must allow for the optimal supervision ratio between
staff and children. Table 4.1 establishes the permissible staff-child ratios 4.1.9 Nutrition and Food Service:
and group sizes for Federal child care centers. The center must also comply GOAL: The nutritional needs of children and adults are met in a manner
with local licensing regulations. that promotes physical, social, emotional, and cognitive development.
The center design must provide ample space for the storage and preparation
of food. Space requirements will depend on whether food is catered, prepared
on site, or brought from home. In most instances, food will be prepared on z Age Separation is the grouping of children into single-age classes. This
site because it typically results in more affordable care. The design process practice allows adult providers to care for children who are close in chro
should make all parties aware of the long-term costs and ramifications of nological age. Some of the advantages noted below for age mixing can
catered food service. be facilitated by placing small windows which do not encumber furniture
at children’s level between classrooms. Children can observe the be
Food service facilities must accommodate the serving of nutritious meals havior of other groups. Apart from other advantages, the effect is to
and maintain the quality of food. Special accommodations must be provided expose younger children to the behavior of older children as a teaching
for infant feeding and nursing. and socialization aid. Where possible, windows at adult viewing level
should be incorporated to enhance supervision.
4.1.10 Evaluation: z Age Mixing is the placing of children who are at least a year or more
GOAL: Systematic assessment of the effectiveness of the program in apart in chronological age into the same child care group. Groups with
meeting its goals for children, parents, and staff is conducted to ensure mixed ages of older toddlers and pre-school children may provide ad
that good quality care and education are provided and maintained. vantages by encouraging interaction between children of different ages.
When children 2 years old and older are part of a mixed-age group, the
Space must be supplied for the filing and storage of children’s records, center must adhere to the group sizes and teacher-child supervision
observations, case studies, etc. A staff training area, such as a conference ratios shown for those younger children on the following page.
room, should be provided.
Classroom size must be consistent with group size. See Table 4.1 for
4.2 Group Size and Staff-Child group size and required staff-child ratios.
Table 4.1:
Group Size
Age of Children 6 8 10 12 14 16 18 20 22 24 30
Infants
(birth-12 mos.) 1:3 1:4
Toddlers
(12-24 mos.) 1:3 1:4 1:5 1:4
2-year-olds
(24-30 mos.) 1:4 1:5 1:6
2½-year-olds
(30-36 months) 1:5 1:6 1:7
6-to-8-year-olds
(school age) 1:10 1:11 1:12 1:15
9 to 12 year olds
1:12 1:15
* Smaller group sizes and lower staff-child ratios have been found to be strong predictors of
compliance with indicators of quality such as positive interactions among staff and children
and developmentally appropriate curriculum. Variations in group sizes and ratios are ac
ceptable in cases where the program demonstrates a very high level of compliance with
criteria for interactions, curriculum, staff qualifications, health and safety, and physical envi
ronment.
5.8
5.9
Approach and Access
Historic Preservation
5-4
5-4
5
5.10 Children’s Spaces 5-4
PLANNING FOR c. Land that provides habitat for any endangered species.
d. Within 100 feet of any wetland. Playground may be in the wet
lands.
SPACE AND LOCATION e. Land which, prior to acquisition for the project, was public park
land, unless land of equal or greater value as park land is ac
cepted in trade by the public land owner. (Park Authority projects
This chapter contains criteria to be used in selecting a center are exempt.)
location and for planning and programming the space require- Where applicable, the Urban Redevelopment, Brownfield Redevelopment,
ments. Example space programs for different center sizes are and Reduced Site Disturbance criteria described in LEED Version 2.0 should
also provided. Any variances to the mandatory requirements be met.
must be approved by the RCCC. The likelihood of the need
for such a variance should be identified as soon as possible
in the design process. Typically, this would be at the initial 5.2 GSA Child Care Center
design workshop or during the Prospectus Development Study
process. Enrollment Capacity
For programming purposes, a typical center should be designed to serve
The center is subject to the state and (if applicable) local child
no fewer than 74 children because fewer than that may be financially difficult
care licensing requirements. The designer and the user must
for commercial providers to sustain, and may hasten future turnover of
review these requirements during the initial phases of design
providers. Though the typical center is approximately 74 children, there
so that later redesign is avoided. When there is apparent
are several existing centers in the GSA system which are substantially
contradiction, in consultation with the licensing authority, the
smaller or larger than this standard. At the same time, centers should not
standards deemed more restrictive shall apply. exceed 150 children, unless they are designed as “pods” that can avoid
the feeling of an overwhelming institutional impression for small children.
5.1 Criteria for Center Location Large centers that are not expressed as small components can engender
exactly the institutional environment that GSA seeks to avoid. If a center
The location of the child care center is critical to a child’s safety, well being,
needs to serve more than 150, approval of the RCCC is required.
and quality of care. Location requirements can be grouped according to
the following broad categories of mandatory and recommended criteria:
enrollment, space, environment, safety, security, accessibility, and historic
preservation. For further detailed information on these categories, refer to 5.3 Space Measurement Terms
Chapter 10 of this document. When a center is subject to an individual See Glossary of Terms in Chapter 1.
state’s licensing standards which are more restrictive than the criteria listed
below, the state licensing standards shall govern. Locate building within
1/2 mile of a commuter rail, light rail or subway station or 1/4 mile of 2 or
more bus lines to encourage the use of alternative transportation, particularly
by employees. To reduce the environmental impacts of new construction,
do not develop buildings on portions of sites that meet any one of the
following criteria, as described by LEED Version 2.0:
For Example:
5.4 Overall Space z Design to a site sediment and erosion control plan that meets the
following objectives, as described in LEED Version 2.0:
Requirements Prevent loss of soil during construction by storm water runoff and/o
wind erosion, including protecting topsoil by stockpiling for reuse.
5.4.1 Interior: Prevent sedimentation of storm sewer or receiving streams and/or air
Provide approximately 8.4 m2 OFA of interior space per child for the licensed pollution with dust and particulate matter.
capacity of the center. (Exclusive of corridor circulation.)
z Implement a stormwater management plan that results in a 25% reduc
Provide 2.2 m2-5 m2 AFA of unrestricted space per child in the classroom
tion (developed sites) or no net increase (undeveloped sites) in the rate
depending on age (see chart 5.1). This space is exclusive of corridors,
or quantity of stormwater runoff, as described in LEED Version 2.0:
administrative space, built-in casework storage, toilets, kitchen and laundry
space, and building service and support areas.
z Minimize the site’s total contribution to the “heat island effect” (see ap
5.4.2 Exterior: pendix E for explanation of term) implementing as many of the following
Provide a minimum of 7 m2 of outdoor play yard per child for 50 percent of strategies as possible, as described in LEED Version 2.0:
the licensed capacity of the center. The play yard space should be divided,
Provide shade (within 5 years) on at least 30% of non-roof impervious
with each outdoor area having a minimum dimension of no less than 2440
surfaces.
mm, and a minimum size not less than 112 m2. At least 50 percent of the
Use light-colored/ high-albedo materials (reflectance of at least 0.3) for
play yard area should be exposed to sunlight at any given time during
30% of the site’s non-roof impervious surfaces.
hours of operation.
Use open-grid pavement system for a minimum of 50% of the parking
lot area.
There is also a need for shade in the play yard. Plantings, and other shading
Use EPA Energy Star Roof compliant, high-reflectance and low-emis
devices should be used between 10 am and 5 pm so that 25 percent of the
sivity roofing.
play yard is shaded during the summer solstice. The designer needs to
Install a “green” (vegetated) roof for at least 50% of the roof area.
submit solar declension charts to ensure that this will be the case. When
play yard areas cannot be provided in compliance with this criteria, the
z Minimize light pollution from exterior lighting, as described in LEED Ver
center, with RCCC approval, must provide for access to alternate play areas
sion 2.0. See section 10.11 for specific technical requirements. See
for large motor skills development. This alternate area may include, but is
Chapter 6 for a full discussion of parking requirements.
not limited to, an open courtyard, or an outdoor space such as a nearby
public park if allowed by state and local licensing requirements.
Areas of the country with particularly rainy weather, for instance, the north,
5.5 Environmental Quality
must have covered or roofed areas that are a minimum of 3 meters wide
for exterior play. A multiple-purpose area in the center is particularly valuable 5.5.1 Interior:
in areas of the country with inclement weather, but interior multi-purpose z Natural lighting is essential in child care centers. It is the hallmark of
space should not be considered as a substitute for exterior play space. nurturing, quality environments for children. Child care centers must
The site design should place a high priority on the protection of any existing have access to generous amounts of natural light. Natural light should
natural environments, including the health and stability of their ecosystems. be the primary means of lighting the classroom space. At a minimum,
A functioning natural environment may provide a wealth of learning natural lighting throughout would be the ideal. Locations without any
opportunities for children of various ages, assuming such outdoors activities access to natural light should not be used for new child care centers.
are conducted with attention to the safety and well-being of children. The absence of natural light may be a prime consideration when con
templating a relocation of an existing center. The designer should strive
5-2 PBS-140 - July 2003
CHAPTER 5: PLANNING FOR SPACE AND LOCATION
to ensure that classroom space faces south if possible, so that the maxi incinerator exhaust, mists from cooling towers, or other similar sources.
mum amount and warmth of light is available to the children during their Avoid placing centers near exhausts from food processing, waste han
day. Classrooms without windows MUST have full spectrum, indirect dling operations, loading docks, or similar sources of unpleasant odors.
lighting as per Chapter 10 of this Guide and must have a variety of light z Locate the center at a site with desirable natural features, such as trees,
sources. south facing slopes, and views of natural and pleasant man-made fea
z When locating a center within an existing building, in no case should tures or interesting urban vistas.
classrooms have a window to the exterior area less than 8 percent of z Locate the center adjacent to other Federal employee services in the
the floor area. Artificial light cannot substitute for the quality of natural building for convenience of the parents, provided that the location is
light. If artificial lighting is needed to enhance natural lighting, it should deemed secure from threats.
include a variety of fixture and lighting types with high color rendition. z Consider the microclimate when choosing a center location, including
See Chapter 10 for artificial light requirements. wind patterns and solar angles. The selected location should allow out
z The designer should strive to have natural lighting coming from at least door play yard orientation appropriate for local climatic conditions.
two directions. Window seats also are an effective way to maximize the z Consider proposed major future construction projects within the build
effects of natural light. ing and adjacent to the site. If possible, avoid these locations due to
z The daylighting strategy used in the building design should be carefully extended disruptive high noise levels and poor air quality.
studied, including analogue, physical modeling (at 3/4" scale), or digital
modeling where appropriate, to achieve the technical requirements listed
in section 10.7
z Design for good indoor air quality using low- or non-toxic finishes (see
5.6 Health and Safety
section 9.1) and using acceptable ventilation levels and system design The building structure must comply with area limitations, mixed-use
(see section 10.9.2). Furthermore, studies suggest that the use of many separation, and construction requirements in PBS-100 and other Federal,
types of indoor plants may improve indoor air quality by filtering pollut state, or local codes and standards which apply.
ants out of the air. Certainly, indoor plants contribute to creating a more z The location must allow for the safe arrival and departure of children.
“home-like” atmosphere, and have been shown to positively affect the z The location must be free of hazards including fountains, wells, open
behavior and mental well-being of both adults and children, which is the pools, unprotected edges, drop-offs and cliffs, and dangerous equip
subject of LEED Commercial Interior credit item currently under devel ment. Play areas must not have open drainage ditches or openings to
opment. storm sewer systems. The center location must minimize exposure to
sources of Legionella Pneumophilia.
5.5.2 Exterior: z The location must be free of rodents, hazardous insects, vermin, and
z Acoustical measures are necessary as discussed in Chapter 10. The toxic plants.
center should not be located near noise sources such as major high
ways, street intersections, railroad lines, or airport flight paths without 5.7 Security
mitigation. If proximity to high levels of noise is unavoidable, acoustical z The location must meet requirements established by the GSA Building
measures are necessary as discussed in Chapter 10 in order for the Security Assessment which is available through GSA’s Federal Protec
RCCC to approve the site. tive Service (FPS). Refer to the most recent FPS directives.
z Maximum acceptable noise levels are dependent upon the area of the z The center location must be readily identifiable and accessible to emer
center subjected to the noise and whether the sound is continuous or gency response personnel.
intermittent. Children, and especially infants, are sensitive to noise par z If the FPS security assessment indicates the need for immediate ac
ticularly unexpected or intermittent loud noise. See Chapter 10 for guide cess to building security guards or FPO’s, they must be provided. The
lines on maximum acceptable noise levels. means of assistance in case of emergency must also be accommo
z The center must not be exposed to fumes or dust emissions from in dated.
dustrial enterprises and operations, transportation vehicles, furnace and
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CHAPTER 5: PLANNING FOR SPACE AND LOCATION
z The location must allow for all exits and entrances to be secured. Nor other groups. However, at least one interior viewing panel, at children’s
mally, movement should be restricted through one main entrance and height, is required both adjacent to corridors and between classrooms where
perhaps an additional service entry. Where possible, maximum visibil possible. The classrooms themselves should be as open as possible,
ity of entry points from inside the center should be provided. allowing supervision and the penetration of natural light. The classroom
z The location must be a defensible space with a secure perimeter and contains the required spaces for all recommended activities, as well as
controlled access. spaces for personal care. It should be flexible enough to support variable
z The security assessment may recommend the center entrance be sepa demographics of the clientele as well as to allow program adjustments to
rate from the main building entrance in order to reduce congestion and serve fluctuating demand for child care services. Adequate space is also
to address security considerations. necessary for storing children’s and teacher’s personal items, curriculum
z The security assessment may recommend that a guard station should materials, supplies, and equipment. Space should conform to NAEYC
be located near the center so that surveillance of comings and goings to accreditation and local licensing requirements.
the center are easily seen by posted guards. Alternatively, a form of
surveillance will be provided. 5.10.2 Common Spaces:
Spaces shared by more than one group are included in this category. The
designer needs to be cognizant that the child may spend very few hours of
5.8 Approach and Access the day in his or her home. The center becomes the “home away from
If possible, the center location should be within walking distance of public home” for the child . The design should convey this impression. A common
transportation. Ensure that bicyclists and persons using mass transit also area that “feels” like the core of the center is an excellent organizing concept
have safe approaches to the building and do not endanger child or adult and one which will dispel an institutional feeling, especially if it is treated in
pedestrians. a “home-like” way. This may be simply an area of the circulation that
provides a stopping place that allows social interaction. However, it should
The center location should be within walking distance of the work place not be the multi-purpose room. Circulation through the multi-purpose room
and Federal transportation. has proved to be an undesirable design feature.
Other common areas may consist of one or more of the following: multiple-
5.9 Historic Preservation purpose area, large motor activity area, meeting/gathering area, and a
The decision to locate a center in a National Historic Building must take separate sick bay (if the latter is required to meet local licensing
into consideration the historic preservation requirements outlined in the requirements).
latest edition of GSA’s Facility Standards for the Public Buildings Service.
If located in a historic building, the GSA Region’s office responsible for 5.10.3 Play Yards:
historic preservation must be contacted and made a part of the process at Play yards are outdoor extensions of the classrooms, providing many of
an early stage of planning the center. Play yard location is also a vital the same opportunities as indoor spaces. Play yards should provide for a
consideration in assessing the effect of the center location on historic variety of developmentally appropriate activities and include storage for
structures or neighborhoods. curriculum equipment as well as wheeled toys, trikes and wagons. Spending
time on the playground is undoubtedly the preferred activity of children.
5.10 Children’s Spaces Therefore, to the greatest extent possible, the designer should arrange
ease of access to the play yard from the classroom and maximum adult
supervision.
5.10.1 Classrooms:
A classroom is the architecturally defined area that contains each group of
children and their teacher(s). Classrooms may be separated by full partitions
or partial barriers that allow controlled visual or acoustical connections to
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CHAPTER 5: PLANNING FOR SPACE AND LOCATION
5.11.4 Circulation:
This term applies to the space dedicated to major pathways which connect
all the interior spaces.
Sub-Totals for Infant Areas 9.45 m2 OFA/Child 75.6 m2 Sub-Totals for Older Toddler Areas 4.95 m2 OFA/Child 99.0 m2
Public Area
Young Toddler Areas
Reception 8.3 m2
Staff Area
Classroom of 12 Younger Toddlers 88.0 m2
Service Areas Total Center OFA without any Options 559.2 m2*
Laundry 5.0 m2
Total Center OFA with multi-purpose room option 624.2 m2*
porch options
Sub-Totals for Service Areas 34.1 m2
Common Spaces
NOTE:
Multi-purpose/Large Motor Activity Room,
optional, but required in areas of the
country with more than 915 mm of 1. Add an additional 15%-20% to the totals above
Play yard
2
storage 5.0 m*
(10m of space but counted as half)
6
6.5.2 Dramatic Play 6-5
6.1.1 Context:
CHAPTER 6:
It is paramount to considering the context in which the center and its
associated play yard are located. The designer must realize that the building
SITE DESIGN
is rarely an object alone. Rather, the primary objective of the site and
exterior design should be to enhance the existing context. This is an
essential good neighbor action for the Federal Government. This aspect of
the design must be addressed at the concept level.
This chapter provides concepts and criteria for site design
and design of the play yards. It identifies the general types of
outdoor areas required, discusses the relationships of these
6.2 Entry & Circulation
areas to other outdoor and indoor spaces, and provides de
tailed criteria for materials, features, furnishings, and equip 6.2.1 Entry Approach:
ment required in these spaces. The Center’s design should incorporate a point of reference or landmark
that serves as a welcome and a transition. The center entrance should be
separated from the main entrances to the building and to service areas, if
6.1 Concepts for Site Design possible. This may be a requirement of the FPS security assessment and
should be coordinated at the beginning of the design process.
The conceptual site design for child care centers must be integrated into
the design of the overall site, including vehicular and pedestrian movement, A transition, such as a porch, is desirable at the main entry. This could be
parking, entry, service points, and constructed or landscape features. In combined with a covered walkway to connect with short-term parking, for
designing the total site, particularly for new construction, reduce the protection from inclement weather.
development footprint.
In cold climates, there must be a canopy (or a recess) at required egress
The site must be designed according to general site design principles doors to ensure that doors can completely open without obstruction from
contained in the latest edition of GSA’s Facility Standards for the Public snow and ice.
Buildings Service including orientation, grading and landscape form,
aesthetics, construction, plant material selection, lighting, signage, and Drop-off areas must be arranged so that an adult can remove a child from
amenities. Before the site for the center and its playground are selected, the pedestrian side and proceed directly to the center without crossing
the soil must be tested for the presence of dangerous contaminants such traffic or crossing in front of or behind vehicles.
as lead and PCB’s. Coordinate with, and follow the direction of the GSA
regional environmental safety personnel to ensure that the site is 6.2.2 Parking:
environmentally safe for children. The site should continue to be monitored, Short-term parking should be provided for parents bringing their children to
as per the direction of the environmental safety staff, to ensure that it does the center. There must be accommodation for the disabled to park in this
not become subsequently contaminated, especially by lead. This is area. A sufficient number of parking spaces are needed to allow parents
particularly a concern in urban areas or where there is a heavy concentration time for brief conversations with teachers while they are in the center (see
of automobiles or industrial facilities. Also proposed playground locations formula on next page). Short-term parking for the center should be
adjacent to old structures which may be painted with lead paint or contain separated from other tenant parking and located as close to the center as
other hazards should be investigated. possible. However, its location must also be consistent with security as
defined by the FPS security assessment of the site.
Five conceptual areas of site design relating to child care centers include:
a) Entry and Circulation; b) Parking; c) Service; d) Safety and security; and
e) Play Yards.
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CHAPTER 6: SITE DESIGN
The arrangement should minimize the risk to pedestrians and allow safe Formula: Full capacity x .7 / 8.57 = minimum number of drop off spaces
flow of vehicles through the area. The parking should never be arranged in
a way that forces children or persons in wheelchairs to proceed behind Additional parking should include spaces for staff vans and handicapped.
parked cars. Such an arrangement may mean that a driver is unable to Staff parking should be provided for 80% of employees required at peak
see such pedestrians when backing up. Walkways in front of vehicles must capacity. Accessible parking spaces may be considered as staff or drop
be protected by tire guards, bollards or some other means to prevent any off spaces.
portion of a vehicle from advancing into the walkway zones. Locate the
parking away from busy intersections or vehicle circulation routes. The employee parking area should be designed to minimize dependence
For emergency purposes, at least one parking space, typically for the center enumerated in the LEED Version 2.0 Credit on Alternative Transportation:
director’s use must be provided as near to the center entrance as possible. z Size parking capacity not to exceed minimum local zoning requirements.
If Federal employee parking is provided at the building, allow one parking z Add no new parking for rehabilitation projects.
space for each child care center employee for every ten children of center z Provide preferred parking for carpools or van pools capable of serving
capacity. Disabled employees must be accommodated with a properly 5% of the building occupants.
sized parking space(s) as near to the center as possible. z Provide suitable means for securing bicycles, for 5% or more of building
occupants.
As the site configuration and location allow, the employee parking spaces z Consider also the installation of alternative-fuel refueling station(s) for
should be located as near to the center as possible for safety and ease of 3% of the total vehicle parking capacity of the site. This may be feasible
access. (It should be noted that, in winter months particularly, staff members if combined with the fueling needs of a larger campus.
may be required to leave the center after dark, when most other employees
will have already left the premises.) Ideally, an unobstructed line of sight As in any other work place, staff may chose to travel to work by a number
should be provided between the interior of the center director’s office through of means. Other features to assist those choosing to commute via bicycle
the center entrance and into the short term parking. At a minimum, two (secure bicycle parking), public transportation (close and safe passage to
permanent parking spaces will be assigned to the child care center. Note bus or metro stops), or carpool (designated preferred parking spaces) must
that in rare cases, permanent parking will not be available. If two permanent be provided to serve at least 5% of the adult building occupants.
spaces cannot be provided, approval must be obtained from the RCCC to
waive the requirement. This does not change the need for identifying 6.2.3 Service:
reserved parking spaces as near to the center as possible for short-term Service access to a center will typically make use of the main building dock
parking for parents. space and service access if the main building provides these areas. In a
stand-alone center, a dock is not necessary. Service access for sanitation
Parents are required to physically bring their child(ren) into the center to removal, food and supply delivery, if these are not provided by the main
“sign in,” and to pick up their child(ren) inside the center and “sign out.” building, should be separated from short-term and staff parking. Likewise,
The reverse is true in the evening. The center usually opens at 6:30 AM a sanitation dumpster with screening may be necessary if this service is
and fills on a bell curve that peaks around 10 AM when the building will be not provided by the main building. One service parking space is desirable
at maximum preschool/infant/toddler capacity. Staff will arrive for work to avoid conflicts in deliveries if possible in the context where the center is
only as an increased number of children fill the building. In the evening, located. The ventilation system design should ensure that emissions from
teachers will remain only as long as necessary to maintain the required vehicles at the service entry are isolated from the indoor air of the occupied
staff to child ratio. A completely full building will be extremely rare due to space of the child care center.
illnesses or family vacations. In addition, many of the children in the facility
will have a sibling enrolled at the center, further reducing auto traffic. The 6.2.4 Security:
average time for loading and unloading (parking time) is seven minutes. In A prime area of concern in the establishment of a child care center is security.
the absence of actual data, the following formula may be used: The design team must coordinate with local representatives of GSA’s Fed-
6-2 PBS-140 - July 2003
CHAPTER 6: SITE DESIGN
eral Protective Service about its recommendations at the earliest stages of z American Academy of Public Health Association Academy of Pediat
planning and design. These early security decisions are critical and the rics-Caring for our Children/Out of Home Child Care Programs 2002;
RCCC must be included in these discussions. and
z The latest NAEYC Requirements.
The center should be separated from public areas by buffer zones and
barriers, such as fences or screens, particularly in high-security-risk areas. Play yards should serve as extensions of classroom spaces, especially
The designer may create buffer zones with open turf areas, or with rows of where temperate climate allows an easy flow of children and staff into the
trees, perimeter hedges, or berms, or any combination of these. Buffer exterior space on a regular basis. Play yards should be integrated, to the
zones are useful because they offer the center staff the time to observe greatest extent possible, into the overall design of the center. Within a
individuals as they approach the center through the buffer zone. In addition, central play yard, separate play areas are recommended for each age group
they help shield children from unwanted wind, noise, and other disruptions. of children.
The center location and local conditions may necessitate the use of fences
and screens to block views from outside the center. These must be Some states require a separate fenced play yard for infants and toddlers.
sensitively designed to enhance the way the center relates to its context. Even without such complete separation, individual play areas within the
overall play yard can be developed to serve each of the following age
6.3 Concepts for Play Yard classifications if provided by the center:
z Infants
Design z Toddlers
z Pre-school
The activity spaces provided for children in play yards are largely determined
z School-age
by the initial landscape architectural features incorporated into the play
yard. Individual play areas within the overall play yard should offer a range
Within the play areas, spaces should be developed to support and pro
of developmentally appropriate activities for social, emotional, intellectual,
mote each of the following activity types:
and physical development. All play areas must be designed according to
z Sand/Water Play
the guidelines set forth in the most recent publication of the Handbook for
z Dramatic Play
Public Playground Safety by the U.S. Consumer Product Safety
z Large Motor Play (Climbing / Wheeled Toys)
Commission. In addition play areas must comply with:
z The latest ASTM F1487-01-F15.29 Standard Consumer Safety Perfor
In addition, equipment storage which is directly accessible from the play
mance Specifications for Playground Equipment for Public Use
yard must be provided. Walk-off mats at every entry point from the play
z The latest ASTM F1292-99 Standard Specification for Impact Attenua
yard to the building must be provided.
tion of Surface Systems under and around playground equipment
z The latest ASTM F1951-99 Standard Specification for the determination
of accessibility of surface systems under and around playground equip
ment
6.4 General Design Concept
z The latest ASTM F2049-00 Guide for Fences/Barriers for Public, Com Areas within the play yards should be zoned by activity type, age group,
mercial and Multi-Family Residential Use Outdoor Play Areas; and landscape character. Play areas for infants and toddlers must be
z 36 CFR Part 1191 The Americans with Disabilities Act (ADA); physically separated from play areas for older children while retaining some
z Architectural and Barrier Compliance - latest of all applicable Sections; visual tie. Typically, fencing with no sharp edges is to be used to separate
z Uniform Federal Accessibility Guidelines (UFAS) for General Services the play areas. It should terminate 1000 mm above the ground and below
Administration any portion of it should be visually compatible with the perimeter fence or
wall. The tops of fencing and spacing of pickets must present no hazard
to children or adults. Picket spacing can be no more then 3.5 inches apart.
PBS-140 - July 2003 6-3
CHAPTER 6: SITE DESIGN
Tops of fence pickets must terminate at a horizontal member to protect environment and provide a transition to the natural elements which children
against puncturing hazards. No horizontal elements that could be used as often miss. They are also substantially less expensive than interior,
a ladder are to be included in the design of the fence. Walls adjacent to conditioned space. If west facing glass is required, a connected covered
playgrounds must also not be able to be used for climbing so that children porch at least 2400 mm wide will significantly reduce the air conditioning
could leave the center or injure themselves in a fall. load and comfort level in the center.
current edition of Handbook for Public Playground Safety, issued by the fountains. In addition, provide a hose bib connection for water play and for
Consumer Product Safety Commission and conforming to the other filling wading pools, accessible from the circulation path. Metal water
documents cited in 6.3. fountains require shade as they can become quite hot in full sun locations
and children could be burned. It is also desirable to emphasize the source
No treated wood materials are to be used on the play yard. No wood of the water, making it a design “event,” a symbolically important part of
treated with pentachlorophenol or creosote should be used anywhere on the play yard.
the site. Instead, maximize the use of products made from recycled plastic
or recycled plastic/wood composite materials, which are inherently durable
and weather-resistant, for benches, etc. Following EPA’s Comprehensive 6.5.2 Dramatic Play:
Procurement Guidelines (CPG), playground equipment should be made Dramatic play is the most dynamic activity in the play yard, often using
from a structural grade material containing a minimum of 95% post- many different areas of the play yard as stage settings. Ample opportunities
consumer High Density Polyithylene plastic (i.e., milk jugs). The remaining should be provided, allowing children to engage in role playing and make
5% should consist of resins and fibers for strength, and the same color believe activities. Playhouse structures should have seating. Adequate
should be throughout the product. The product also needs to include UV play areas and storage should be provided to allow use of a wide variety of
inhibitors for longevity. props. These items include elements such as boards, scrap lumber, dress-
up clothes, cooking utensils, tarpaulin, banners, signs, and other items
6.4.8 Storage: that help ensure the high quality of dramatic play. The props should be
Storage facilities should be easily discernible and have a unique, easily easily moved and incorporated into play activities. The dramatic play area
understood symbol indicating the contents. Storage facilities provide an should be adjacent to and incorporate paths and parking areas for wheeled
opportunity for children to learn organization and cooperation skills. Children toys. Change of level greatly enhances the quality of dramatic play as it
acquire a sense of responsibility by learning to return toys and tools, under allows for a “king of the mountain” experience which is a universally popular
the direction of the caregiver, to the correct storage areas when they are theme in children’s play.
finished playing.
6.5.3 Large Motor Play:
There must be visibility and ventilation into the storage area. Exterior storage Large motor play areas provide for the physical development of children.
must be equipped with locks that operate at the exterior of the door but will These areas should offer opportunities for climbing and riding wheeled
not allow children to be trapped inside the structure. toys, as well as running, jumping, sliding, and balancing. Fixed equipment
such as a superstructure play piece and slides encourage children to explore
6.5 Types of Outdoor Play Areas the limits of their physical abilities through varying levels of difficulty and
challenge. Berms that create small hills also provide challenge, and are
6.5.1 Sand and Water Play: cost effective. They also provide visual interest and can help add a needed
connection to nature.
Sand and water play facilities allow children to pretend and project their
ideas in a real and physical way. These facilities enhance children’s abilities
The degree of difficulty, challenge, or risk must be obvious to children
for make believe play, and to further develop social skills and must be
involved in any given activity. Recognizable challenge or risk is good, but
accessible to all children. Sand and water tables should have play surfaces
hidden or unforeseen risk is dangerous and often results in injuries. For
at children’s height, allowing them to dip out a portion of sand or water onto
this reason, the play yard should not contain metal slides (which can burn
a stable surface. Allow play space and storage for props such as spoons,
children when they become hot), enclosed tunnel slides (which make
shovels, pails, plastic vehicles and animals, containers, and buckets. These
observation difficult and can allow one climbing child above the enclosed
props add greatly to the quality of play experiences. The need for a child
tunnel to fall on top of another at the tunnel exit), traditional see-saws (which
scaled drinking fountain on the playground should be determined during
design. In particularly warm areas, there will be a greater need for water
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CHAPTER 6: SITE DESIGN
can result in injuries when one child unexpectedly jumps off of it), or spring
toys (which can severly harm a child as he or she walks by the relatively 6.6 Play Yards for Different
heavy, moving toy).
Small berms and hills, large rocks, stumps, trees or bushes provide settings
Age Groups
and obstacles for children to climb over, jump on, dodge around, or hide
behind. All of these present desirable challenges. Playing with wheeled 6.6.1 Infant Outdoor Play Areas:
toys, such as tricycles and wagons, helps to develop coordination and Play areas for infants require special design considerations. Separate
physical strength. The large space required for these activities and the spaces for infants should be near toddler play areas, providing visual and
boisterous character of this play dictate that this area be situated away audible connections and limited physical contact. Ideally, infant play areas
from quieter ones. Because local licensing has a wide range of interpretation should be exposed to the natural environment, though shielded from the
of appropriate play yard design, obtaining their “buy-in” to the design concept extremes of wind and sun.
as soon as possible is very important.
Infant play area surfaces should consist of soft, resilient materials that
Play areas should be made accessible to children with disabilities. The protect crawling children and provide a comfortable surface on which they
proposed rules are quite complex and the designer should consult with can sit. Soft surfaces should have different textures and (not garish) colors
playground equipment manufacturers and refer to the web site: denoting changes in activities and challenges. Developmentally appropriate
www.access-board.gov/ challenges should be situated within bounded areas or behind slight barriers
requiring mastery before the child may venture into the next area. These
To provide a safe environment that still allows gross motor activity, the challenges could take the form of crawling spaces with slight inclines or
movement of the children themselves rather than equipment is key. In undulations, low, easy to cross barriers or berms, pull up bars, and low
addition, the following elements are not to be used in GSA play yards as platforms and slides. There must be some surface that is hard enough to
they have been found to be unsafe in the group care setting: allow the use of wheeled and push toys.
z Metal slides
6.6.2 Toddler Outdoor Play Areas:
z Enclosed tunnel slides
z Traditional seesaws Toddlers should have play areas for walking, jumping, climbing, running,
z Spring mounted, rocking toys with very heavy animal seats which can drawing, painting, block play, group play, sorting, and exploring. The toddler
strike a child (There are acceptable, lighter weight rocking toy alterna play environment should allow for a wide range of movement and stimulate
tives). the senses through the novelty and variety of challenges. Simple, versatile
climbing equipment is more appropriate for toddlers than scaled down
z Swings, other than tire swings
versions of older children’s play structures. Toddlers crave and enjoy semi-
enclosed spaces such as small play houses or climb-through tunnels. Other
favorite play equipment for toddlers includes small slides. Toddlers seek
out experiences with motion or movement. All play structures in toddler
areas must be surrounded by a resilient surface. A variety of surfaces and
materials should be provided including sand and dirt, pavement, and open
grassy areas where toddlers can use an abundance of play objects. When
combined with toys, sand becomes a major resource for toddler play.
There must be hard surface areas and paths that support wheeled toy
play. All sand areas require fitted water-permeable covers to deter rodents
and other pests.
z The fence bottom should be a maximum of 76 mm above the ground. integrated pest management to control pests using the least toxic methods
Exposed fence bottoms should have a smooth finish for child safety. feasible. Use alternate, less toxic termite prevention systems, rather than
z Wood fences are not to be specified for new construction, existing ones the application of chemical soil treatment, for wood-framed buildings. Only
should be smooth finished and splinter-free and if treated for exterior where soil poisoning is determined to be necessary, use less toxic chemicals
use should be guaranteed to be non-toxic. Avoid the use of wood pres than chlorpyrifos (“Dursban”), which is currently being phased out by EPA.
sure-treated with CCA (chromated copper arsenate). Instead of wood, z Plant materials should be used to bring natural elements to the play
maximize the use of products made from recycled plastic or recycled yard environment.
plastic/wood composite materials, which are inherently durable and z The atmosphere of the center can be enlivened by the color, texture,
weather-resistant. Following EPA’s Comprehensive Procurement Guide sound, and motion of plant materials.
lines (CPG), plastic fencing should be made from 90-100% total re z Children’s ability to observe plant growth is programmatically beneficial.
cycled content, including 60-100% post-consumer plastic. z Plant materials that display seasonal changes are desirable. Visual
z Gates must be self-closing and latching. Children’s fingers must be barriers, screens, and shade and wind protection can be created using
protected from pinching or crushing on gate hinge spaces. Each play plant materials in preference to, or in conjunction with, man-made struc
yard will have a vehicle gate to allow service. tures.
z Fences may be used for protection from the elements and to control z Plant materials should be used to define interesting play areas.
sunlight and wind exposure. z Avoid trees with low hanging limbs if children can use them to climb to
z Fences must be safe, with smooth caps and no finials or sharp picket unsafe heights or to scale fences.
tops on which children might be injured.
z Fences should be designed to discourage climbing, however, as per 6.7.3 Dimensions and Clearances:
codes, they must be capable of withstanding code specific force applied z For accessibility, please reference ADA 36 CFR 1191 Final rule: play
horizontally. areas 15.6. Main entrance pathways should be 1830 mm to 2440 mm
z All openings in the fences must be no more than 88 mm wide. To pre wide. All pathways must provide adequate clearances as prescribed by
vent finger entrapment, there must be no openings in the fence be the UFAS and ADA standards. Pathway slopes should be no greater
tween 9 mm and 25 mm wide. than 1:20 unless they are provided with a handrail. (More than 1:20 is
z Fence construction should not use horizontal rails except for the cap considered a ramp.) Cross slopes will be limited to 1:50.
and base to prevent climbing. z Platforms, stairs, handrails on stairs, guardrails, and protective barriers
z All fastening devices used for fence construction should not project out on platforms must be designed in compliance with requirements con
ward where they can injure children. tained in the latest edition of the Handbook for Public Playground Safety,
Consumer Product Safety Commission (CPSC). The height of plat
6.7.2 Plant Materials: forms and the age group using the platform will determine when a guard
All plant materials must be non-toxic. See Appendix B for listing of common rail or protective barrier is required. Guardrails may be used in platforms
toxic and non-toxic plant material. In addition, contact local USDA at lower heights, while protective barriers must be provided on higher
Agricultural Extension Services for information on toxic or poisonous plants platforms.
in the local area. Categories of plant hazards include berries, thorns, and z Handrails must be provided to accommodate the intended age group
plants with toxic leaves, stems, roots, or flowers. on all stairs (including adults). For children, heights will range between
510 mm above the leading edge of the tread and 915 mm. In certain
Design planting and irrigation systems to minimize, down to zero, potable instances, it may be necessary to have two railings mounted at differing
water for landscape irrigation. Maximize the use of native vegetation, which heights.
has inherently lower maintenance requirements than introduced species, z Guardrails must be provided for infants and toddlers on all platforms
and minimize, down to zero, the use of chemical fertilizers and pesticides. greater than 300 mm above adjacent surfaces. Guardrails must be
Use locally acquired composted materials for fertilization, and practice provided for pre-school-age children on all platforms greater than
505 mm above adjacent surfaces. The top of the guardrail must be 765 6.7.6 Resilient Surfaces:
mm above the platform. The guardrail should not have openings be Resilient surfaces serve to reduce the impact from falls and are required in
tween 87 mm and 228 mm to avoid the possibility of head entrapment. specific equipment areas referred to as “fall zones.” Refer to ASTM F-355
To prevent finger entrapment, there must be no openings in the fence (most recent addition), Shock Absorbing Properties of Playing Surface
between 9 mm and 25 mm wide. Systems and Materials, and the most recent publication of the Consumer
z Protective barriers must be provided for all children on all platforms Product Safety Commission’s Handbook for Public Playground Safety, for
greater than 760 mm above adjacent surfaces. The protective barrier specific requirements concerning these resilient surfaces. Examples of
must be 740 mm above the platform, with no openings greater than 75 approved resilient surface materials are pre-engineered wood accessible
mm and no horizontal footholds. hardwood (not simply wood mulch), preformed rubber matting, and poured-
z Maximum platform height for infants is 455 mm above adjacent floor in-place rubberized surfaces. Water needs to drain through these surfaces
level. and off the property.
z Maximum platform height for toddlers is 915 mm above adjacent floor
level. Following EPA’s Comprehensive Procurement Guidelines (CPG), rubber
z Maximum platform height for pre-school children is 1370 mm above play yard surfacing materials should be made from at least 90-100%
adjacent floor level. recycled tire rubber, including rubber pavers as well as loose granulated
z Pathways under trees and constructed elements must have a minimum rubber surfacing, where appropriate, and where the product meets GSA’s
of 2035 mm headroom. needs.
z There must be a fall zone with a resilient surface under all climbing and
moving fixed play equipment from which children could fall as per the The fall-absorbing properties of each will depend upon the installed
current CPSC and local licensing. This is typically 1830 mm radius. thickness and the method or system of installation. However, whichever
Criteria for resilient surfaces are discussed below. type of fall attenuation is used, the CPSC recommendations and
z There must be a 1830 mm clear radius approach zone to all play equip requirements must be achieved. These surfaces vary dramatically in cost.
ment, not including the fall zone. A tricycle path cannot run through a The least expensive are the loose fill variety which typically require a much
fall zone area. higher level of maintenance to ensure that the required depth is maintained
greatly increasing the life-cycle cost. This trade-off needs to be recognized,
6.7.4 Shading: during the design process. The designer may recommend the more
The correct mix of sun and shade is vitally important. At least 50 percent of expensive rubberized solutions for ease of maintenance, but should receive
the play area should be exposed to sunlight at any time during the morning written assurances that its impact-absorptive properties are not lessened
and afternoon when the play yard will be used. The degree and orientation by exposure to sunlight and the color will not fade significantly. Adequate
of shade depends on local climatic conditions. Shade areas, including drainage must be provided under any resilient material, including wood
porches, gazebos, and other structures, should provide a minimum shaded chips. A combination of materials such as grass, resilient surface, and
area of 1832 mm in any direction. Shading structures and materials that pre-engineered wood chips incorporates the advantages of each material
may be used include trees, exterior screened rooms, park shelters and and renders a more natural, less institutional appearance than any one
structures, awnings, and umbrellas. See also 6.4.5. alone.
6.7.5 Play Yard Surfaces: The designer should also note the following:
Surfaces for play yards, based on their physical properties, can be z Organic materials, such as wood chips, bark chips, and pre-engineered
categorized into three general types: resilient, hard, and grass/turf. A variety wheel chair accessible processed wood fibers, have good impact-ab
of ground surface texture is required in a playground. sorbing potential, but require proper maintenance to ensure proper, con
sistent depth.
z Tire chips have good resiliency and are relatively inexpensive, but can z Materials used for pathways must allow for use during inclement weather.
leave black marks on shoes and clothing. They have proven Acceptable materials include concrete, asphalt, stone or masonry pav
problemmatic and are not recommended, unless there is assurance ers, rubberized surfaces, rubber matting, or wood chips. The edge of
that problems cannot occur. They also require maintenence to ensure pathways should not create trip hazards, and may need to be tapered
that proper depths are maintained. for transitions. Any surface must allow access by those in wheelchairs.
z Ensure that manufactured resilient mats will retain slip resistance when z The main entrance pathway must be paved. Gravel and loose stone
wet and are tightly installed so as not to cause tripping hazards. are not recommended for any walkway surfaces since children may put
z Artificial turf alone does not have the resiliency for “fall zones” and can them in their mouths or may throw them. Smooth surfaces provided for
be abrasive and convey an ugly, unnatural impression. This material is wheeled toys should not have joints wider than 12 mm because they
not recommended for use as a play yard surface. may cause toys to tip.
The severity of weather will affect all paving surfaces, but cast-in-place
concrete over a well-compacted subgrade is the most durable,
maintenance-free paving material for hard surface areas, although it should
be finished to be non-slip. Asphalt paving is an acceptable alternative to
concrete in vehicular areas, but degrades more quickly than concrete.
Masonry pavers make a durable surface and have numerous options for
patterns.
7.1.1 Entry and Circulation 7-1 7.5.7 Activity Area for Infants 7-11
7.1.2 Staff Areas 7-1 7.5.8 Activity Area for Toddlers 7-12
7.1.10 Main Circulation 7-2 7.6.2 Toddler and Pre-School Lofts 7-13
7.1.16 Central Resource Storage 7-5 7.6.7 Nursing and Lactation Areas 7-17
7.2 General Concepts for Classroom 7-5 7.6.10 Child-Accessible Display 7-18
7.2.2 The Classroom Location 7-7 7.6.13 Multi-Purpose and Large Motor 7-19
7-10
7-10
7.7
7.8
Mechanical/Electrical/
Telephone Equipment
7-21
7-21
7
have an art sink, raised areas, and loft areas (though these level changes
CHAPTER 7: need not be built in), and must have open, architecturally unrestricted areas.
This chapter provides concepts and criteria for the design of The center may also include a multiple-purpose space. The multiple-
the interior spaces within a child care center. Major types of purpose space may be used as a meeting or gathering area and as a
spaces include entry and circulation, staff, classroom, com large-motor-activity area. If adequate outdoor play yard space is not
mon, and service areas. available, or if the climate in which the center is located is not conducive to
outdoor play during significant portions of the year, an indoor large-motor
7.1 General Information activity area must be provided. If lofts are to be located in this room,
applicable protective surfacing must be provided for the highest unprotected
Spaces within the center can be separated into three major types, including deck of the loft or climber, whether portable or permanent (Ref: ASTM
a) the classroom and common use areas used by children; b) the staff F1292-99).
areas used by teachers and administrators; and c) the service areas used
by people servicing the center. The entry to the center and main circulation An isolation sick bay, where a child will wait until taken home by a parent, is
pathways unify these areas. Following are descriptions for each space best associated with the center director’s office. Where local licensing
type. See the Finish Schedule for finish recommendations. does not require it to be separate, it should not be completely separate as
this may frighten the child. See Chapter 10 for ventilation requirements.
7.1.1 Entry and Circulation:
The entry includes the transition space, vestibule, and reception area where 7.1.5 Service Areas:
parents, teachers, children, and visitors enter the facility. The main The center requires space for services including food, laundry, janitorial,
circulation provides pathways between discreet functional spaces. and service dock/entrance.
design concept development, as it has been noted that this feature in existing 7.1.8 Vestibule:
centers is often underutilized). The main entrance should be in close Provide views of the short-term-parking area from the entry vestibule and
proximity to an adult toilet room for use by parents. design the windows to have low sills so that children can look out of and
into the center. This vestibule should consist of two sets of doors to provide
Permanent entryway systems (grills, grates, etc.) should be designed into energy conservation, and the door must be arranged in a way to permit
the floor at all high volume entryways to capture dirt, particulates, etc. from use by those in wheelchairs, as well as provide a flush-mounted walk-off
entering the building. mat to prevent water and soil from being tracked into the center. The
entrance will require some security devices for control, and must be provided
Other points of entry for the facility include service entry access to the play as designated by ADA and FPS’s security risk analysis. This equipment
yards and the classrooms. The main entry should include an exterior should be non-intrusive and have a non- threatening appearance. Refer to
transition area (where a covered bench for good-byes, “shoe-tying,” and Chapter 10 for more information on technical requirements. In areas with
other child/parent interactions can comfortably occur). A vestibule for energy snow and ice, a roof overhang or canopy shall be installed to ensure the
conservation, conforming to ADA dimension requirements, and a reception exit access is readily accessible at all times.
area are also required. Secondary entries should have transition areas,
but do not require thermal vestibules. Consider providing porches or mud 7.1.9 Reception:
rooms, depending upon climatic conditions, particularly in rainy locations. Provide a reception area immediately inside the entry. This area needs to
It may be desirable to alarm secondary entrances also, especially where be warm, bright and welcoming, and as comfortable as possible. It is
these locations are difficult to monitor. essential, in marketing the center, that it have these qualities. The reception
area connects the entrance to the main circulation pathways of the center,
Fire egress doors should also be alarmed. and from this area parents escort children to the classroom.
7.1.7 Exterior Transition Spaces: A reception desk, at desk height, may be provided in large centers. If it is
Ground materials and landscaping leading to the building entry should be provided, it may be designed in a way that allows it to serve several functions.
designed to minimize the potential for tracking soil and water into the For instance, it may incorporate sign-in facilities or the parent/teacher
building. Rough textured ground surfaces are appropriate at these areas, “mailboxes,” or both. A counter, which is typically simpler and less expensive
combined with landscaping that keeps soil and foliage away from the path than a reception desk, may also serve these functions. If space permits,
of entry. a small table or desk would be appropriate. In all events, a child should be
able to see the adult behind the desk upon entry. Typical furnishings in the
All exterior entries used by children must have transition spaces consisting reception include a sofa, chair, end table, and coffee table.
of a bench and a covered area of not less than 2 square meters at a
minimum. “Covered” means with a roof, canopy, or trellis. Transition spaces A slotted fee box for tuition checks should be provided near the reception
are important in creating a comfortable environment and integrating the area, together with cubicles for parent notices as well as a notice/bulletin
exterior and the interior. These spaces allow children to adjust to the changes board. Select durable finishes that have an informal, comfortable
between interior and exterior light levels and temperatures. The transition appearance, and establish a warm, inviting feeling through use of color,
spaces also may serve as a “mud room” or may provide an intimate area soft seating, plants, and art work. Recommended finishes include carpeted
for children within the outdoor environment. floor and a wall finish, which is washable and durable.
Overhanging elements extending from the building, such as porches, 7.1.10 Main Circulation:
verandas, canopies, or arcades can create successful transition spaces There are two types of circulation paths in a center: the main circulation
and in some climates can be used for program areas. connecting the various classrooms and major spaces of the center, and
the internal circulation patterns within those spaces. Circulation within
classrooms will be discussed in the classroom section of this chapter.
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CHAPTER 7: INTERIOR SPACE DESIGN
The main circulation serves as a community space as well as a pathway. z Floor Pattern: A strong sense of place for children can be created by a
Especially in child care centers, the circulation space should never be simply floor pattern. It can also be used by the skillful designer to diminish the
utilitarian in character. Instead, it should be conceived as a street or a impression of long, double-loaded corridors. For instance, large pat
gallery with stopping and cueing areas along the way. There is opportunity tern repeats are often effective to de-emphasize the “tunnel” appear
for important social in this space. It is a space to meet other children and ance of double-loaded corridors. Likewise, patterns which are not sym
parents; a vantage point to see into classrooms, an exhibition space for metrically arranged or which emphasize functional areas (such as en
the work of children or prints of other kinds of art, and perhaps even trances to classrooms) are effective means to achieve the same end.
quotations to inspire and educate adults about child care issues. The z Color. The designer should explore the use of color to visually alter the
illustrations below are typical of this kind of differentiation. dimensions of otherwise institutional looking, double-loaded corridors.
Care should be taken to avoid an over-stimulating color scheme. Avoid
primary red and oranges.
Children gain a sense of orientation when they can see the entrance to
their classroom and recognize landmarks such as displays, common ar
eas, and other design features. Teachers and children require clear views
between the classroom and circulation areas at their respective viewing
levels.
Eliminate outside corners in the circulation pathways to the extent possible. 7.1.12 Director’s Office:
Angled or curved corners aid in manipulating cart traffic and strollers, and The director will perform most desk work and interviews in his or her office.
eliminate a possible source of injury. During the day, the director may meet there with parents, staff members,
children, or other visitors, and conduct parent interviews. Larger centers
may have an assistant or secretary who works closely with and shares
duties with the director, but needs a seperate work area.
Place this office in a quiet space, next to the reception area and accessible
to visitors. To supervise properly, the director’s office must have excellent
views of the main entry, reception and as many classrooms as possible.
Furnishings should include a desk and chair, two guest chairs, filing cabinets,
coat rack, shelving for books and resources, and lockable storage cabinets
or a closet for personal belongings and first aid items. Provide space for a
cot (for a sick child). (See the discussion about an isolation sick bay under
7.1.4 Common Areas.) If an assistant or secretary works in the director’s
office space additional furnishings are needed, such as a desk and chair,
filing cabinets, storage for personal belongings, and additional guest seating,
along with computer and telephone equipment.
Recommended finishes for major circulation paths include impervious The director’s office requires a telephone and may have security video
durable surfaces at the floor (such as linoleum) and at wainscot height monitors. Provide appropriate power supply to accommodate a personal
(formaldehyde-free medium density fiberboard) with a continuous, flush computer and printer as well as a fax machine. A copier and video
metal strip above it where children’s art can be displayed. Paint above equipment also may be stored here if not placed in a work room or a resource
wainscot height and use safety glass in windows along the corridor. storage area.
7.1.14 Staff Lounge: cessary within the classroom itself. Typically, this type of storage in the
The staff use this space not only as a retreat, but also as a workroom. classrooms is provided by wall-mounted cabinets. The base of such
They eat, relax, and converse here, plan curriculum, and prepare classroom securely anchored cabinets must be no lower than 1370 mm above the
materials. It may contain a cot or sofa. The staff lounge should be located finished floor below.
near the adult toilet and central resource storage. This space requires
visual and acoustical separation from children’s areas, but should be easily The storage room should have open shelving; lockable, closed-door storage;
accessible to the staff. and filing cabinets. If space permits, a work counter and a counter-height
stool may be provided.
The lounge needs to be comfortable, pleasant, and soothing. Provide a
counter with a microwave, a sink with plumbing connections, at least an
under-counter refrigerator, and cabinets. Provide impervious flooring at
the counter area. All base cabinets should have “child proof” hardware.
7.2 General Concepts for
Furnishings include a table with four chairs, a small sofa, and storage (some Classroom Design
of which is lockable).
Children spend most of their day in the classroom. It affords facilities for
The workroom must have adequate space and power connections for care functions and opportunities for developmentally appropriate activities.
telephone, computer, video equipment, and laminating and copy machines Parents typically drop off and pick up children at the classroom. Adults
(either here or in the director’s office). Isolate these machines acoustically may visit during the day or help out as volunteers.
within the space, perhaps in an alcove, for better control of noise. Provide
space at the counter for a butcher paper holder and an art waxer (a piece 7.2.1 Classroom Areas:
of equipment that allows children’s art to be hung without the need of tape The classroom design includes functional areas defined by furniture
or pins). arrangements and constructed elements that vary depending upon the age
group. In order to maximize the amount of space devoted to these important
7.1.15 Staff Toilet: functions, the circulation between entrance and exits should be as direct
A center must provide at least one adult toilet, although two, remotely located as possible. It is appropriate to position tables and work surfaces adjacent
from each at either end of the center, are recommended. Two adult toilets to circulation for more crowded functions, while retaining corners and floor
are desirable to enhance the center’s functioning because teachers will be area for more protected and nurturing activities. The areas within the
out of classrooms for shorter periods. Adult toilets in the center must meet classroom should be designed or arranged to fit four or five children and
all UFAS and ADA code requirements. Toilets should be accessible from one adult, although there should also be a group gathering area. Finally,
the reception area and staff lounge. Recommended finishes include there need to be “get away” areas (alcove like) so children can be by
impervious flooring such as linoleum and painted walls above an impervious themselves or in smaller groups. Classrooms should be equipped with
wainscot. One adult toilet should be located in or near the infant and young convenient bins for recycling, at the least, suitable waste paper.
toddler classroom areas, and will be discussed later in this chapter in the
section on classrooms. Provide electronic faucets in adult toilets. Adult Major classroom elements will remain fixed, such as those requiring
toilets should be provided with toilet seat cover dispensers. plumbing connections, risers or casegoods secured in place for safety
reasons. Plumbing underneath sinks must be inaccesible to children.
7.1.16 Central Resource Storage: Children and their teachers will modify the remaining space continually to
The director and teachers use this centrally located resource room for bulk create areas for their activities. The classroom should provide flexibility for
storage of curriculum materials and supplies and for storage of resource these activities. The arrangement of storage cubbies for children’s personal
tapes, books, as well as audio/video equipment. The central resource items will be less frequently altered. Manufactured cubbies anchored to
storage should not be seen as a substitute for the small scale storage ne- partitions or low walls have been found to be a cost effective solution
rather than built-in types. The designer must ensure that the space, as z Children’s toilets and sinks
designed can accommodate the manufactured cubbies specified. To z Eating/table area
ensure that the proliferation of children’s personal items in and around
z Food preparation
cubbies does not destroy the order and function of the classroom, cubbies
should be arranged to form a “cloakroom,” or entrance alcove, with their z Open activity area for play and development
openings facing away from main classroom areas. z Area with level change (three risers minimum)
z Cot storage
Children require opportunities for a range of diverse activities in the
classroom. Limited areas of mirrored ceiling tiles, especially about infant
areas are desirable. Lofts, which GSA will typically purchase, offer an Older Toddler Classroom:
important feature for exploration within the classroom. Though provided z Entrance
by GSA, the designer must accommodate this furniture within the design.
z Cubby storage
Built-in lofts are not recommended. Where low shelves and partitions are
used to separate use areas, they must be secured against tipping. A mixed- z Classroom and teacher storage
age classroom typically provides all elements needed for each age group. z Children’s toilets and sinks (one sink at toilet exit preferable to avoid
A well-equipped classroom for particular age groups requires the following congestion)
specific areas: z Eating/table area
Infant Classroom: z Art sink
z Entrance z Area with level change (three risers minimum)
z Cubby storage z Open, unrestricted activity area
z Classroom and teacher storage z Water fountain
z Adult toilet within classroom (preferable), but no more than 10 meters z Cot storage
from infant classroom entry
z Diapering station and storage Pre-School Classroom:
z Sleeping/crib area z Entrance
z Nursing area z Cubby storage
z Eating/table area z A three-year old classroom requires a small diaper changing area
z Food preparation z Classroom and teacher storage
z Open activity and crawling area for play and development z Children’s toilets and sinks (one sink at toilet exit preferable to avoid
congestion) and seperate toilet for male and female for ages 4 and up
Young Toddler Classroom: z Eating/table area
z Entrance z Art sink
z Cubby storage z Water play area
z Classroom and teacher storage z Drinking fountain
z Adult toilet within 10 meters of entry z Loft area
z Diapering station and storage z Area with level change (three risers minimum)
The zoning of classrooms is critical to the success of the center. The The following aspects of separation need to be considered when designing
designer will have to consult at length with users including the provider, if the classroom spaces:
possible, as well as the RCCC. General design principles include: z Separate classrooms: Groups of children must be physically sepa
z Discreet functional areas need to be planned in the design of the class rated from each other. Sound transmission between classrooms should
room even though they will be created primarily with furniture. be controlled, with not less than 34 STC partitions, although complete
z Noisey and active areas need to be away from quiet areas. acoustical separation is not necessary. High noise levels from adjoining
z The circulation from equipment such as slides needs to flow away from classroom spaces can disrupt class activities and raise tension levels.
activity centers. Some noise transmission is desirable to allow children to be aware of
z Block play is an essential activity and areas must be provided where other groups. Small, strategically placed windows between classrooms
blocks can remain in position for more than a day. This means it must is recommended, to allow children the opportunity to view other class
be protected from main circulation paths and active play. room activites. Placement of windows should not interfer with potential
z Do not encumber the space with more tables than necessary for meal placement of classroom furniture. If placement of several windows is
time. Avoid excessive distance between them. In terms of using the not feasible, at least one window at child and adult level should be pro
minimum amount of circulation space, rectilinear tables arranged with grammed.
1 m clear space between them have been found to work best.
z Partial enclosure: Provide partial height enclosure for fixed elements Consideration must also be given to the adults using the space. Center
in the following areas: food preparation, children’s toilet and hand wash design must be adult-friendly, as well as child-friendly. As a result, not all
ing, sleeping area for infants, and the rear of cubbies. Food preparation elements should be reduced in scale. Door locks, light switches, fire alarm
and toileting/diapering areas must be clearly separated to diminish the pull stations, and other functional elements should retain adult scale and
chance that a caregiver could inadvertently go directly from diapering to be mounted at standard heights. Food preparation, storage and service
food preparation without hand washing. Partitions with vision panels spaces, and other areas of the center used by adults should remain at
can be used effectively for this purpose to separate these areas while standard scale.
still allowing supervision.
z Complete enclosure: Provide complete enclosure for teacher storage Furnishings for adults such as sofas used for comforting and reading to
within the classroom and for the adult toilets. infants and young children should be adult scale. Some items may double
function for children and adults. In placing electrical/telecommunication or
security equipment, ensure that cords and wire are not placed in such a
7.3 Scale way that children can reach and play with them or that their placement can
If the classroom is to be “nurturing,” its design must reflect the designers pose a strangulation threat.
appreciation of children’s scale, including the size of individual spaces within
the classroom and the scale of furnishings. (Refer to Anthropomorphic
Table.) It is important to adjust the perceived scale of the classroom. While
7.4 Architectural Form
The architectural form of the classroom should be an appropriate setting
areas of high ceilings in a classroom may be desirable, in spaces which
for a child, conveying a definite sense of place while preserving optimal
the child perceives as “ too high” to have a residential character (85% of
flexibility, with the great majority of the space free of constructed elements.
the room over 3350 mm high) perceived height must be modulated.
In this way, furniture arrangement can create the required functional area.
z Vary ceilings heights: Vary ceiling heights to define areas, disperse
For instance, consider using sources or pendant lighting or ceiling fans
light, and create interest. Higher activity levels are often encouraged by
hung at no lower than 2285 mm above the occupied floor area below.
higher ceiling heights, while quiet areas are supported by lower ceiling
Pendant task lighting over fixed elements may hang as low as 1675 mm as
heights. The probability of higher construction costs must be consid
long as headroom is not required for passage. Choose fans to improve air
ered in determining the extent of variation.
flow and energy efficiency with rotation that can be reversed, depending
z Vary floor levels: Consider varying floor levels to create riser lofts and
upon the season. Aside from the obvious mechanical and lighting
low platforms. Sunken areas are also effective. The designer should be
enhancements that these strategies provide, they also help tailor spaces
aware that permanent, constructed level changes may restrict flexibility
to children’s spatial perceptions. In addition, this provides the opportunity
and use up valuable open floor space when they become too large.
to hang banners and create trellis ceilings over activity areas. Ensure that
Fixed level changes will require a wheelchair accessible ramp. Some
they will not impede the function of the sprinkler system.
level change may be effected by elements which are not fixed. When
used effectively, level changes add interest and create intimate areas
Window sills and counters used by children should be child height,
for children. Terraces and platforms provide areas for socio-dramatic
depending upon the age of the child using the space. However, leave 460
play activities and also can double as seating areas. Lofts that can
mm beneath widow sills (measured to the classroom finish floor) so that
accommodate 3-5 children can offer children many possible activities,
furniture and equipment can be placed easily along exterior walls.
such as large motor activities, dramatic play, or perhaps space apart for
Storefront-type windows starting at the finished floor are not desirable.
quiet activities. The designer must keep in mind that low level changes
can sometimes be a tripping hazard.
Furnishings and equipment for children should be child-scaled, such as
z Vary wall configurations: Consider modulating partitions to create
toilets, hand-washing sinks, and countertops. Countertop height and reach
interest, soften a space, to create a more nurturing impression, or to
depth should provide children with the opportunities to use them unassisted.
create special spaces. Avoid the occurrence of 90 degree or acute
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CHAPTER 7: INTERIOR SPACE DESIGN
outside corners that pose hazards to children who may run into them. children to see out of them, yet should allow small-scaled furniture to be
Curved or obtuse angled partitions should be considered instead. 25 placed beneath them.
mm rounded outside corner drywall beads should be used. The designer z Provide visibility to the staff: Teachers must have an unrestricted
must keep in mind that visibility of all areas within the classroom is a key view of the children at all times, both within the classroom and in the
factor, so avoid creating “blind” areas that would make teacher supervi play yards. Views must be provided between classrooms and other
sion difficult. spaces in the center. Any interior doors, with the exception of adult and
z Locate plumbing fixtures in one area: Elements with plumbing con school-age toilet areas, must have visibility panels. Dutch doors are not
nections, such as toilet areas and art sinks, should be grouped together recommended as they pose a hazard for finger pinching. Partial walls
for more efficient construction where possible. Food preparation must and interior glazing allow visual supervision and allow children to be
be separated from diapering and toilet areas, though it can be placed on aware of others in the center. Partitioning at the sides of toileting areas
the opposite side of partitions with plumbing. should be no higher than 1070 mm to allow supervision of children
z Provide ample display space: Provide a significant amount of class younger than kindergarten; 1370 mm for kindergartners.
room wall display area at children’s height for display of art work and
projects. Include devices for display of artwork that do not involve tacks There must be gates with view panels in infant and toddler classrooms to
(because they are dangerous around young children) and tape (because prevent children from accessing kitchen and diaper areas.
it can damage the finish of partitions). Display of the children’s artwork
is an indication of a successful child care center, where children’s art z Zone classroom space to separate active and quiet activities: Use
and development are valued. variations in ceiling height, floor height, wall configuration, light levels,
z Preserve inside corners: Corners within the classroom offer opportu finishes, and open areas to modulate perceived activity levels within the
nities to create differentiated areas. Retain inside corners, and use the different areas of the classroom. Zone high-activity areas, such as the
features such as low partitions in back of cubbies to create the nurturing entrance, eating/table areas, and the exit to the play yard, away from
corner spaces. areas intended for sleeping and quiet activities. Likewise “messy” ar
z Provide natural light: The successful use of natural light benefits cen eas and “clean” areas should be considered by the designer and zoned
ters by reducing total energy use for lighting while improving the indoor to provide appropriate separation.
environment and child well-being. Data from two studies on school en
vironments, which have similar characteristics to child care centers,
Figure 7.9: Quiet and Active Areas
demonstrate the potential for these benefits:
Daylit schools saved an average of $0.27/SF in energy costs over
non-daylit schools. (Source: Energy Performance of Daylit Schools,
Innovative Design, NC.)
HIGH CEILINGS LOWER CEILINGS
Students from classrooms with more natural light scored up to 25% higher
HIGH LIGHT LEVELS LOWER LIGHT LEVELS
ACTIVE
on standardized tests than other students in the same school district.
QUIET
(Source: Study by Heschong Mahone Group, CA.) For specific technical RESILIENT SURFACES SOFT SURFACES
requirements related to windows and daylighting, see section 10.7.
BRIGHTCOLORS SUBDUED COLORS
z Provide views for children: Views allow children to be aware of their ACOUSTICAL ACOUSTICAL ABSORBENT
surroundings and the world beyond the center. Views should be pro
REFLECTIVE
vided to the outside, particularly to the play yards. Views to atria and
planters, common spaces, other classrooms, and circulating pathways
also are of benefit. Windows should be located at sills low enough for
natural light. Arrange the fixed elements along inside walls to reduce
7.5.7 Activity Area for Infants:
bottlenecks and maximize the natural light in the space. The design should
The infant open activity area offers all the opportunities for discovery and
encourage traffic pathways that avoid disruption and do not pass through
learning. This area must be a safe, soft, “print rich,” stimulating environment
activity areas. Wall or partition patterns with offsets will allow for more
in which babies can crawl, explore, and interact with their teachers.
intimate areas for children while not obstructing teachers’ views to the activity
area. Preserve corner areas which provide natural boundaries to set apart
Provide the following architectural features in the infant classroom:
an activity area.
z Furnish soft-surfaced level changes, either through constructed plat
forms or movable forms. This should be a soft, cushioned space with a
Include the following architectural features in the open activity area for
variety of textures and coverings made from textile materials that can
each age classroom:
be easily removed for regular cleaning. Level changes should be slight
z Acoustically treat surfaces as required to reduce noise.
with a maximum of 76 mm to 102 mm between levels. This should be a
z Supplement natural light with energy efficient, full-spectrum lighting,
soft, cushioned space with a variety of textures and coverings. Level
capable of being dimmed. changes can be created using constructed platforms with ramps, or
z Avoid acute or 90 degree right angle outside corners projecting into the stacked upholstered blocks in various configurations. Maximum unen
space. Provide a 13 mm radius or beveled edge on all outside corners closed platform height accessed by padded level changes is 455 mm
of constructed features and a 25 mm rounded outside corner drywall above the floor. Refer to the discussion in 7.6 of this chapter for further
bead on walls. discussion of platforms and lofts for additional information on level
z Ample counter areas at child height are needed for work surfaces and changes. An enclosed raised area for infants at 915 mm above floor
display areas. Consider a counter at a portion of the window area for
growing plants and conducting nature studies.
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CHAPTER 7: INTERIOR SPACE DESIGN
level should be considered so that they can be eye-level with seated See Section 9.3.2 for indoor air quality requirements for area carpets,
adults and see the entire room. rugs, and mats.
z Nests and crawl spaces provide a safe environment which a baby can z Allow for sand and water play which might consist of freestanding tables
explore. These can be constructed with low, permanent, soft barriers, or troughs with nearby hooks for smocks and towels. An impervious
or movable objects. floor finish must be provided. Provide a floor drain, if feasible. (This
z Furnish mirrors at floor level for babies to see reflections. Approximately may not be feasible in an existing center.) Sand and water play can
455 mm minimum height from the finished floor is recommended. Mir occur in the art sink area. Art sinks shall be provided for older toddlers
ror material must be shatterproof: safety glass, acrylic, or reflective metal. but not young toddlers.
Edges must not be able to cut or puncture skin. z A listing of furniture and equipment for this area is found in Chapter 8.
z Furnish low grab bars at 455 mm above floor level to aid infants in pull
ing up to a standing position. These bars also may aid an infant’s sense 7.5.9 Activity Area for Pre-School Children:
of security while developing walking skills. A minimum total length of
1525 mm is to be provided in each infant classroom. The pre-school open activity area is larger than the younger children’s due
z In order to meet licensing requirements in some states, carpet is not to the greater number in this group and their increased energy level and
allowed in infant rooms. Floors that are not padded shall be a material variety of activities. Pre-school children are involved in a wide range of
tile, linoleum, or wood in order to be mopped and sanitized daily. Soft activities, and their level of skills enables them to take part in more advanced
areas can be provided using area rugs, floor mats, etc., provided they activities, requiring a greater number of interest areas configured for small
have anti-slip surfaces to prevent accidents. groups of children in each area. Provide the following architectural features
z Furnish views to the outside and to the circulation pathways from floor in the pre-school classroom:
level, if possible. z Allow for maturing skills in large motor development. Refer to the dis
z Consider a baby’s point of view and furnish interesting things to ob cussion on lofts and platforms in this chapter.
serve. These include views from adult seating and standing height while z Allow for sand and water play which might consist of freestanding tables
the child is being held. or troughs, with nearby hooks for smocks and towels. An impervious
z Refer to Chapter 8 for a list of furniture and equipment supplied for this waterproof floor finish and a floor drain is required where feasible. Sand
area. and water play can occur in the art sink area or outside.
z A listing of furniture and equipment for this area is found in Chapter 8.
7.5.8 Activity Area for Toddlers: z Hard surface, impervious flooring shall be provided throughout. If the
The toddler open activity area should offer an even greater range of initial design meetings present a strong predilection towards carpet,
opportunities for exploring and greater challenges in developing large motor particularly for quiet areas, then a limited amount of area carpets with
skills. Toddlers have just learned to move very quickly, often in groups of non-skid backing and mats will be provided by GSA for these areas.
two or three. The activity area must allow for running and cruising (movement See Section 9.3.2 for indoor air quality requirements for area carpets,
through the space to view and select from a variety of activities) without rugs and mats.
disrupting children in other activities. Provide the following architectural
features in the open activity area for older toddlers: 7.5.10 Activity Area for School Age Children:
z Design broader pathways to accommodate group movement or cruis The school-age open activity area needs to allow free movement within
ing. the space. More cooperative play can occur in this classroom, such as
z Furnish intimate spaces for toddlers which still retain visual connection group activities and games. Children of this age have a higher level of
with the teacher. development which enables them to take part in a wider range of activities.
z Hard surface, impervious flooring shall be provided throughout. If the z Provide a quiet area within this space for children to do homework. An
initial design meetings present a strong predilection towards carpet, area for reading should be provided with natural light and a quiet envi
particularly for quiet areas, then a limited amount of area carpets with ronment with natural light.
non-skid backing and mats will be provided by GSA for these areas. z The activity area should be large, open, and flexible.
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CHAPTER 7: INTERIOR SPACE DESIGN
z School-age children require ample table space for games and projects.
Recessed constructed areas provide infants with large, contained spaces
z Storage is required for games and supplies.
in which to move about and explore. The low retaining sides allow infants
z School-age children in summer programs often go on excursions and
to pull up and move. Similar portable low boundaries might work as well.
use the classroom mostly for a staging area. Caution must be used in permanently constructing such an area so that it
z A listing of furniture and equipment for this area is found in Chapter 8. will reduce classroom flexibility.
tective barriers can be vertical slats or, preferably, acrylic panels (for Locate the art sink next to the eating/table area because most art activities
clear visibility). Openings in these panels should not be greater than 76 require similar tables and finishes. This sink should be close to display
mm to prevent entrapment. Avoid using horizontal rails that allow climb walls equipped with dry marker boards or chalkboards. Provide sheet
ing. impervious floor coverings with sealed seams and using a floor drain in
z All protruding corners must have a minimum radius of 13 mm. this area, if feasible. Built-in counters, especially with a configuration that
z Teachers must be able to see and easily reach all areas of a loft. allows children to face each other during activities, should be included. A
z The loft should present an image of safety, avoiding over-stimulating shatter-proof mirror above the counter is a desirable feature.
elements such as cantilevers, narrow bridges, or other elements that
present overly-challenging activities. 7.6.4 Toilets and Sink:
z Design level changes appropriate to the age group and accessible by For toddlers and pre-school children the plumbing requirements are as
ramps, steps, or ladders. Steps and ladders should allow two children follows:
to use them at the same time to avoid aggressive behavior. Riser heights z A minimum of two toilets and two child-height hand washing sinks within
for stairs should be approximately 125 mm for toddlers and pre-school each classroom area that uses the toileting facility, with never less than
children. Minimum tread depth is approximately 280 mm. Stairs and one toilet, one lavatory and one drinking fountain for every 12 children
ramps must be a minimum of 915 mm wide.3 who will use them (where allowed by licensing). Note: two classrooms
may share one toilet area.
Provide handrails for all stairs and ramps at 550 mm above the leading z Toddlers: A minimum of two adult sinks, one for diapering in the toddler
edge of the treads. All handrails must return to the wall to avoid the possibility room, and one in a separate area for food preparation.
of injury. Handrails must also meet the requirements of the latest edition of z Preschoolers: A minimum of one adult sink and one to two hand wash
the National Fire Protection Association, Life Safety Code. At the time of ing sinks for every ten to twenty children with a connection for water
this writing, ASTM is preparing new standards which may alter these play.
standards. Consult the most current ASTM at the time of construction or
purchase of equipment. Until kindergarten, these toilet areas are used by both girls and boys, and
are partially screened but without doors. This offers some privacy, but still
7.6.3 Art Sink: allows adult supervision. Toilet areas are to have gates or half doors at
In toddler classrooms, provide a stainless steel sink with a goose neck entrances and may have child height partitioning between toilets. As with
faucet and wrist handles mounted in a 555 mm high counter for children to all full height doors, these elements must have hinge protection so that
use in art and other activities requiring water and cleanup (such as sand children’s hands and fingers are not accidentally pinched or crushed.
and water play). For pre-school and school-age children the sink height
should be 650 mm. The sink arrangement should have a goose neck Kindergarten and school-age children must be provided with private toilets
faucet to allow teachers and children to get a bucket under the faucet. and sinks with separate facilities for boys and girls where more than one
Traps should be easily accessible for clean-out but not accessible to toilet is provided. These facilities should be accessible from the classroom
children. The art sink area should include art supply storage, display, and and they must have doors for privacy. Note that each toilet room must
drying areas for finished work or work-in-progress. The counter should be meet ADAAG requirements.
455 mm to 505 mm deep, allowing children to reach the faucet. Provide
915 mm to 1220 mm of open counter length adjacent to the sink. Provide Teachers in older toddler and pre-school rooms are provided an adult toilet
an adult height art sink in all toddler and preschool classrooms at 865 mm located outside the classroom. An adult toilet is to be provided within or
A.F.F. Faucets and levers should be located behind the sink adjacent to nearby infant and young toddler classrooms.
the wall rather than at the side of the sink. Faucet controls should be no
less than 350 mm from the leading edge of the counter. See Toilets located within the classrooms should typically be placed toward the
Section 10.4 Accessibility for reference to ADAAG-required heights of interior perimeter to leave the exterior free for access to natural light and
elements for the disabled child.
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CHAPTER 7: INTERIOR SPACE DESIGN
views. They are constructed as part of the fixed elements, and should z One freestanding pedal-operated waste receptacle per sink area. Do
share plumbing walls with other areas requiring plumbing connections, to not use metal receptacles with any sharp edges
the extent possible. The toilet area must be physically separated from z Do not use built-in waste receptacles.
food preparation and eating areas and partially screened from the view of z Safety mirrors mounted at child height.
remaining spaces. Hand washing sinks may be located within the toilet
area or in the adjacent classroom for ease of supervision and to lower the 7.6.5 Diapering Station and Storage Areas:
amount of congestion that can occur in the toilet, especially before meal A diapering station and diaper storage area is needed in each classroom
times. Some states require sinks in the toilet rooms. serving infants or toddlers. Locate this area in an easily accessible, central
location, but separate it from food preparation and eating areas. Orient the
Toilets are to be child-size for toddlers, but may be adult-size for pre-school diapering station so that a teacher, while diapering a baby or toddler, can
children. They must be accessible to children with special needs. Toddler maintain visual supervision of the children, and the children can see the
and pre-school toilet areas should be durable, with water-resistant finishes teacher. This component should be constructed as part of the fixed elements
and bright, cheerful lighting. Recommended flooring includes ceramic tile within the classroom for economy of plumbing connections.
with integral cove base and a ceramic tile wainscot to 915 mm above the
floor with painted wall above. The diapering station and storage area consists of a changing table,
countertop with sink, waste bin, and upper storage cabinets for diapers
Required features of the toilet area include: and other supplies. All equipment and storage needed for this area must
z Toddler’s toilet seat height of approximately 280 mm (including seat). be within easy reach for the teacher at the changing table, without requiring
(Preschoolers who are four to five years old may be able to use adult them to move away from the infant. They should all be very easily cleaned
z Floor drain.
z Exhaust ventilation.
z Sink mounted at 555 mm above floor. Counters at 455 mm to 505 mm z Changing table: A changing table should have an impervious surface.
deep, allowing children to reach controls. Junior-height wash fountains The top surface should be at the height indicated in Figure 7.1. There
may also be used with a wash basin rim height of approximately 635 must be a safety device on either side of the baby consisting of, for
mm. instance, a solid rail to provide side restraint for 120 mm above the
z Hot water temperature controlled to a maximum of 43°C. Hot water surface of the table. Since mats are typically 25 mm thick, this means
heaters should be placed where they are not accessible to children. that the top of the rail should be approximately 100 mm above the sur
z Soap dispensers at each sink. face of the changing table. The table should be dimensioned as per
z One paper towel dispenser per sink area. Metered roll dispensers are Figure 7.2. It should have a waterproof covered pad. (Check with local
preferred. The dispenser should not have a serrated edge which could licensing for possible additional requirements.)
cut children. The designer should consult with GSA building manage z Hand washing sink: The sink should have sloped sides and be within
ment and the RCCC to verify whether folded goods are preferred. Even reach of the changing table. It should have hands-free or wrist-blade
though rolled goods are usually more economical and environmentally faucet controls. Diaper sinks should not have goose neck faucets be
sensitive, some existing centers have noted that children often waste cause this type causes more splashing than standard faucets.
significant amounts of rolled goods because they lack the coordination z Paper towel, soap, and rubber glove dispensers: These fixtures should
to tear rolled paper easily. be within reach of the teacher at the changing table.
The diapering station requires exhaust ventilation and should be free from
drafts (see Chapter 10). A separate zone or a ceiling-mounted unit heater
7.6.6 Sleeping and Napping Areas:
should be provided at the changing table to maintain a temperature 1.5°C
Special areas for sleeping are provided in infant rooms, and often in young
to 2.5°C warmer than the rest of the classroom. Recommended finishes
toddler rooms. Generally, there is not sufficient available space to allow for
include impervious flooring and millwork, countertops, and wall splash.
separate napping areas in older toddler and pre-school classrooms.
Wall surfaces adjacent to the changing table should have impervious
finishes. Because disinfectants are used to clean the changing table
Infant sleeping areas should be quiet and pleasant in a somewhat separate
surface, finishes must be unaffected by these cleaning products.
space within the classroom where infants can sleep according to their
individual schedules. Teachers must have visual and acoustical accessibility
to this area at all times. Locate sleeping areas away from active areas.
Separate this area with partial walls that are no higher than 1220 mm high.
Do not install glass above as this may qualify the nap area as a separate
sleeping area. Some licensing authorities would then require a teacher to
be stationed in the nap room in such a case. Allow ample space for one
crib per infant, placed 600 mm apart. When designing this area, the A/E
must dot in cribs on all drawings even though GSA will provide them. This
precaution will help ensure that the nap room will not only be correctly
sized, but also be configured properly to accommodate the necessary
number of cribs.
A crib must be provided for each Older toddlers, pre-school children, and school-age children are provided
infant and young toddler. One lunches and snacks, and do not require a food preparation area in the
of every four cribs must be an classroom. Their meals are prepared elsewhere through one of three
evacuation crib, especially methods: catered food service, on-site preparation, or lunches brought from
constructed for this purpose, home. All lunches brought from home must be appropriately stored with
equipped with 100 mm wheels, proper temperature maintenance.
and capable of holding and
transporting up to four infants. Locate infant and young toddler food preparation areas with other fixed
elements within the classroom. This area must be adjacent to the eating/
The evacuation crib(s) should table area and separated from the diapering station, toilet, and hand-washing
be placed closest to the areas. Place food preparation areas near activity areas, providing teachers
emergency egress point and with clear views of the classroom. No food preparation area may be located
must be capable of easily under sewer or drain pipes concealed in the ceiling plenum above.
Figure 7.3: Infant Room Spatial passing through a 915 mm door.
(Coordinate opening The food preparation areas in classrooms include the following heavy duty
requirements with evacuation items:
crib manufacturers.) z Upper and lower washable cabinet storage. Provide child-proof latches
or locks to prevent child access to any storage within reach.
Older toddler and pre-school classrooms will not have space allocated for z Counter area. Provide an adult-scale impervious counter, a minimum
a sleep area, but will provide for napping cots which are stored within the of 2440 mm long with a back splash. Top of counter is to be 865 mm
classroom when not in use. A few cribs may be needed in a toddler high. Drawer and door pulls should be non-projecting types. Hinges are
classroom, but a separate sleeping space will not always be possible. to be heavy duty and durable as they receive intensive use in a child
Specific areas for cot/mat storage are required. care center. One cabinet must be lockable.
z Sink. Equip the sink with a single-lever faucet, spray hose, and garbage
7.6.7 Nursing and Lactation Area: disposal. Limit the hot water temperature to 43°C.
A quiet, semi-private area in the infant classroom may be provided for a z Microwave oven.
mother to visit and nurse her infant or for lactation purposes. Locate this z Bottle warmer, such as a crock pot.
space near the sleeping area with some visual separation from the other z Refrigerator. Provide a minimum of 0.25 m cubed (8 cubic feet) of re
areas of the classroom and privacy from the circulation pathways. This frigerator storage. Provide a lockable box in each refrigerator for stor
space should be located near a sink and be as comfortable as possible, age of medication. Refrigerators should be EPA Energy Star labeled for
with adjacent counter space and a carpeted floor. Furnishings include at high-efficiency.
least one comfortable chair. z Recommended finishes include impervious flooring and gloss painted
wall above an impervious wainscot, for example, ceramic tile. Fiber
7.6.8 Food Preparation: board substrates for plastic laminate cabinets and countertops should
All children will eat in their classroom with their teachers. A food preparation have little or no formaldehyde emissions. Use post formed counters
area must be provided in infant and young toddler classrooms for the with integral coves and bullnose.
purpose of storing and heating individual bottles and other prepared food
brought from home. If possible, use agrifiber boards, such as straw board, for cabinets and
counter substrates, and alternate more durable counter top materials.
Ceiling tile should have washable facing.
7.6.9 Eating/Table Area: shelving, approximately 405 mm deep by 760 mm high, functions well for
Meal and snack times in the classroom are opportunities for children and this purpose. Small items requiring further organization can be placed on
their teachers to enjoy social interaction in small groups, much as the family this shelving in containers such as plastic tubs, or wire or wicker baskets.
might do in the home. A parent may join the child at the table to share Shelving can be built-in millwork or freestanding movable units. Where
lunch time. appropriate, shelving open on both sides should be considered as it creates
more open feeling in the classroom. If shelving backing is used it should
Usually, this area is part of the open, unrestricted portion of the classroom be attractive and useful. For instance, it may be mirrored with nonbreakable
and is used for other activities during the day. reflective material. The movable units lend greater flexibility, though they
must be equipped with locking casters. A combination of built-in and
Infants are held during bottle feeding while older infants who are able to sit freestanding units will offer the best design solution. It must be noted that
may be placed in a low highchair while being fed soft foods. Traditional some state and local codes may require these units to be fixed to the floor.
highchairs are not recommended due to risk of falling and tipping and the
reduced opportunity for social interaction. Provide low stools for the teacher 7.6.11 Classroom and Teacher Storage:
to sit on while feeding older infants. Provide a gliding chair or other It is essential for classroom design to include adequate storage for the
comfortable chair for the teacher to sit in while bottle feeding. Locate the many items required for a quality program. Nothing conveys a more
infant eating space near the food preparation, away from the open, cluttered, chaotic, and shoddy impression than inadequate storage. This
unrestricted area where other infants may be moving about. Young toddlers is often overlooked. Storage for cots, strolling equipment, curriculum
may be seated at the same round table. materials, and supplies is necessary. Use of doors on storage areas should
be minimized for several reasons, including finger entrapment and the
Locate eating/table areas for older children in a central location, away from greater possibility of abuse when there is inadequate supervision. When
children’s toilets and hand washing sinks, in a pleasant area with natural doors are deemed necessary, they must have full vision panels and their
light and lots of displayed items of interest, such as plants. For toddlers hardware should always allow a child trapped there to exit when the door is
and older children, the eating/table area is part of the general activity space. locked from the outside. Alcoves (without doors) can function well for storing
the kinds of cots which have been designed to be stackable and are
Children older than infant age need movable chairs and tables of appropriate attractive enough to leave exposed.
scale for their eating area. Storable tables might be used so that the room
can be changed to accommodate other activities. Each toddler, pre-school, Provide some lockable storage within the classroom, including some
and school-age classroom must provide a separate, room-temperature cabinets elevated above children’s reach or with a door to limit their access.
drinking fountain, preferably in the eating area (check local licensing). Mount There is to be one lockable cabinet in each run of cabinets. This storage
the drinking fountain at 560 mm above the floor in a central location on a area is required for storing classroom equipment, materials, and supplies.
plumbing wall for toddlers. For pre-schoolers, and in general areas, mount Hooks and pegboards can provide easy storage of aprons and small
at 810 mm. equipment. Other areas of storage might include overhead storage in a
food preparation area. Provide a lockable cabinet, above child’s reach, for
Recommended finishes for the eating/table areas include sheet vinyl flooring storage of items such as medications, cleaners, and other restricted items.
and a vinyl wall covering or high gloss, washable painted wall. Refrigerated medications will be stored in the refrigerator at the kitchen or
food preparation area in a locked container.
7.6.10 Child-Accessible Display:
Shelving placed low to the floor allows children to easily see available 7.6.12 Teacher Storage:
curriculum materials and to make selections. These materials may be Some lockable storage must be provided in the classroom for teachers to
items such as books, art supplies and equipment, manipulative toys, large store outdoor clothing and other personal belongings. This storage may
or small blocks, pull or push toys, and socio-dramatic materials. Open be provided in the storage area or in cabinets intended for the teacher’s
use. A teacher closet with a rod for hanging coats and shelving above it is The following architectural features and equipment are required for large
preferable. In addition to the spaces required in the classroom, discussed motor activities:
below are spaces located elsewhere in the center, which provide specialized z Play equipment
activity settings for use by children, teachers, and parents. These areas z Protective resilient surfaces in fall zones
should not be considered part of the minimum activity square footage area z Hard surface pathways for wheeled toys
required in the classroom. z Storage for equipment and supplies
7.6.13 Multiple-Purpose and Large-Motor-Activity Spaces:
If space is available, consider providing a versatile, large, open area for
7.6.14 Sick Bay:
activities. Such spaces are less important where climate is temperate
The sick bay, which must be able to be supervised by the director or assistant
enough to allow extensive use of the exterior and a play yard is available.
director, is used for temporary isolation of ill children until they can be taken
A multi-purpose room is mandatory where climate forces gross motor
home. In some locations a sick bay is required but, in fact, they appear to
activity, that would occur typically in a play yard, to take place indoors. The
be rarely used. Typically, a sick child will wait on a cot in an alcove adjacent
space can also be used for group gatherings or meetings. Locating the
to the center director’s office, if state licensing allows, rather than being
multi-purpose room near the kitchen and including a pass through can
secluded.
increase the versatility of the room. Multiple-purpose space should be
of GSA’s Facility Standards for the Public Buildings Service. In addition, it z Storage for dry food, equipment, and supplies on open wire metal shelves.
is recommended that a food service specialist be consulted as part of design A can rack for large canned food items is desirable.
services. z Recycling bin.
z Commercial-type kitchen equipment with highly washable finishes such
The baseline in this Guide provides a kitchen with heavy duty equipment as stainless steel.
that will function primarily only to prepare simple meals and as a staging z “Dietitian corner” with telephone to use when ordering food.
area to receive catered meals. Large centers may have two kitchen areas. z Ample, easily washed, metal cabinets with interior shelving within reach
Typically, the A/E should not design a commercial kitchen on a scale which of cooks.
may require sophisticated venting and hood-mounted fire suppression z Stainless steel countertops and highly washable, seamless wall sur
equipment. faces made for kitchens.
z Impervious, durable, easily cleaned floor finish.
Especially in existing buildings, this type of commercial kitchen could force z Washable ceiling finish.
expensive modifications that could severely impact the rest of the building,
which would not be feasible. For instance, in a multi-story building, it may It is vitally important to provide space for two or more stainless steel food
require openings through several floors as well as through the roof structure carts. Adequate lighting, ventilation, and clearances are required. Locked
to accommodate a kitchen exhaust. storage for any hazardous materials must be provided. For food not
requiring refrigeration, provide clean, dry, well ventilated storage off the
The kitchen should be accessible to service personnel, staff, and other floor. Shelving in kitchen areas should not be exposed wood as this is
adults. For safety reasons, children will not be in this space unless escorted difficult to clean adequately. Metal wire shelving is the best choice for this
by an adult and dangers such as hot oil are not present. The kitchen should purpose. Provide storage for all utensils and equipment off the floor in a
be placed in a central location with access to the service entrance, near clean, dry, closed space. No sewage or drain pipes are allowed above
the multiple-purpose area, and separate from the classrooms. food storage, preparation, or service areas. Ample electrical outlets (with
ground-fault interruption in wet areas) out of children’s reach, must be
The following equipment should be provided: provided.
z Stainless steel, three-compartment, deep sink with required plumbing,
faucets with hot and cold water connections near the dishwasher. Goose 7.6.17 Laundry:
neck is recommended. The laundry room should be accessible only to adults. Locate this area
z Separate hand washing sink.
near the infant/toddler classrooms, if possible, and convenient to the food
z Garbage disposal with required plumbing connections.
service areas. For acoustical purposes and to ensure adult controlled
z Floor drain.
access, locate the laundry room away from children’s areas and provide a
z Heavy duty, commercial-type dishwasher/sanitizer.
lockable door (that can be opened from the inside). Ideally, the laundry
z Commercial-type refrigerator storage at or below 4°C and freezer stor
room should be located close to an exterior wall to minimize the run of the
age at or below -18C. (Many centers will require two refrigerators and dryer exhaust vent to the exterior.
one or two commercial freezers. This needs to be clarified during initial
design meetings.) Note: Dryer exhausts contain combustible lint which can present a fire
z Microwave oven(s).
hazard when the exhaust vent is excessive. Dryers must be vented
z Convection oven.
separately and not be combined with other building exhaust systems.
z Residential range. (Commercial preferrable, but check with local code
providing clearance once in a shared toilet room, the same clearance must
be provided twice in separate ones. This is not an economical use of built
space.
z Cubbies that are lined up facing into the classroom: this condition wastes
precious classroom wall space and creates a chaotic visual impression.
z Solid interior doors that do not allow for necessary supervision.
z Inadequate or improper storage, creating crowded, chaotic-looking
classsroom environment. Note that large central storage rooms will not
solve the center’s storage problems alone. Instead, wall-mounted cabi
nets and closets close to children’s activity areas in the classroom are
essential.
z Diapering areas that face walls and do not allow supervision while dia
pering.
z Undimmable, ceiling mounted institutional troffer-type fluorescent light
fixtures with poor color rendition, such as those typical of office space,
together with a lack of other light sources for task lighting.
z The use of 90 degree or acute angled walls (in plan) where an obtuse
angle would be safer and easier to negotiate.
z Windows mounted too high for children to view out (or in existing space,
with no risers to allow accessing the view).
z Long Dead-end Corridors. The designer should strive to maximize effi
ciency and not devote unnecessary, precious area to solely utilitarian
circulation. Corridors that must be lengthy because of site configura
tion, for example, need stopping, cuing and socializing areas along the
way.
z Inadequate natural light.
z Misuse of color. Either overly stimulating, overly bright, or dark and
oppressive wall colors. These mistakes usually result from over reli
ance on sample color chips. All colors should have large-scale samples
completed and approved before final color decisions are made. Avoid
primary red and orange particular.
1
HANDBOOK FOR PUBLIC PLAYGROUND SAFETY, U.S. Consumer Product Safety Com
mission
2
Ibid
3
HANDBOOK FOR PUBLIC PLAYGROUND SAFETY, U.S. Consumer Product Safety Com
mission
Furnishings and equipment within the center shall meet all applicable codes
CHAPTER 8: and standards. Where synthetic materials are used, use products made
with recycled content, avoid finishes with polyvinyl chloride (PVC) content
FURNISHINGS AND to the extent possible. The following have established criteria pertaining to
play equipment for all age groups of children which must be referenced.
z Consumer Product Safety Commission
z American Society for Testing and Materials (ASTM) for Juvenile Products
EQUIPMENT (1487-1-F 15.29, F1292-99,F1951-99,F2049-00, 36 CFR Part 1191)
This chapter provides general criteria regarding furnishings Below is a reference list of ASTM requirements specific to a child care
and equipment for the center, including references to appli center. Refer to the most recent standards.
cable codes and regulations. At the end of the chapter is a list z Chairs with high sides or foam nests for infant feeding - ASTM F-404
of the furnishings and equipment that may be provided by the z Cribs - ASTM F-966 and ASTM F-1169
Federal Government as part of the baseline provisions. z Carriages/strollers - ASTM F-833
z Gates/enclosures - ASTM F-1004
z Hook-on chairs - ASTM F1235
8.1 General Criteria z Toy safety - ASTM F-963
General criteria recommended by NAEYC for furnishings and equipment
are as follows:
Evacuation cribs are required for all infants and, depending on local licensing,
z Age appropriate.
for young toddler groups (typically one for every four children). These special
z Sufficient quantity.
cribs must be of durable construction, be narrow enough to pass through a
z Sufficient variety.
915 mm door, and have sturdy caster wheels (approximately 100 mm in
z Durable.
diameter) which allow one person to easily roll the cribs over different indoor/
z Readily accessible.
outdoor surfaces. The evacuation crib must have the capability of supporting
and transporting a minimum of four 18-month-old children weighing a total of
Additional general criteria for center furnishings and equipment are listed
55 kg. The evacuation cribs will be placed closest to the exit in the sleeping
below:
rooms. They also function as a standard sleeping crib.
z Child-scale for child use.
8.1.2 Upholstered Furniture: scaled seating can include upholstered or exposed frame chairs, foam
If possible, choose furniture upholstered with recycled fiber fabrics, such cubes, carpeted constructed seating, or cushions and pillows. To avoid
as PET from recycled beverage containers. Textile materials that can be suffocation, bean bag pillows should not be used for infants.
easily removed for regular cleaning are generally preferred over fixed
materials. 8.1.6 Tables and Chairs:
Tables and chairs should be scaled to child size. Table height for infants
8.1.3 Chemicals: should be approximately 300 mm; for toddlers, 400 mm; and for pre-school
z Volatile Organic Compounds (VOC): Carpets must have been tested for children, 500 mm. Chair seating heights for toddlers should be 250 mm and
VOC’s and bear a green label from the Carpet and Rug Institute indicat 300 mm for pre-school children. Infants and toddlers require high-sided
ing that the carpet emissions are within the acceptable range. (See chairs. Seating shall have backs and arms with a seat height of approximately
also Section 9.3.2 for carpet requirements and Section 9.3.1 for VOC 200 mm to 300 mm for pre-kindergarten; 300 mm to 425 mm for kindergarten
and harmful ingredient restrictions for paint.) age and older. Work surfaces or tables should have appropriate knee
z Formaldehyde: Formaldehyde is a known irritant and a probable carcino clearance for children in wheelchairs and shall be 600 mm above the finished
gen. Products should contain less than 0.05 parts per million (ppm) of floor by 600 mm deep by 750 mm wide. Top surface height should be a
formaldehyde or have tested emission levels of formaldehyde lower than maximum of 50 mm higher than knee clearance. Adjustable height is preferred.
0.05 ppm. Give preference to products made with zero added formalde
hyde. Any product purchased with formaldehyde levels above 0.05 ppm 8.1.7 Countertops:
must bear a label in accordance with 29 CFR 1910.1048. Countertops used by toddlers should be approximately 450 mm above the
z Additional harmful ingredients: See Section 9.3.1 for harmful ingredient finished floor and 550 mm for pre-school. Counter depth should be 450
restrictions for paint, Section 9.1 for discussion of PVC (polyvinyl chlo mm to 500 mm when accessed from only one side. Counters that children
ride), and Section 8.2 for discussion of pressure treated lumber. can access from both sides encourage socialization. In such case, the
z EPA’s Agency-wide Multimedia Persistent, Bioaccumulative, and Toxic counter should not be less than 610 mm.
(PBT) Pollutants Initiative focuses on the following top priority PBTs:
aldrin/dieldrin, DDT, DDD, and DDE, mirex, toxaphene,
hexachlorobenzene, chlordane, octachlorostyrene, benzo(a)pyrene, 8.2 Play Yard Equipment
alkyl-lead, mercury, & compounds, PCBs, and dioxins & furans. Only
materials and equipment whose manufacturing processes are completely The basic purpose of children’s playground equipment is to stimulate play
free of the above chemicals should be used in child care facilities. and offer challenges while safeguarding the child and minimizing hazards.
Play structures should be versatile, allowing opportunities to rearrange
8.1.4 Storage Units: elements for imaginative play.
Storage units for the children must be visible, accessible, and easy to utilize.
Units may be used for dual purposes, such as serving as a space divider Major parameters in determining quality in play yard equipment are durability,
as well as storage. They may be movable with locking casters (except low maintenance, recycled content, safety, functionality, challenge, and
where local codes prohibit), and should be designed to prevent climbing. appeal to the child. All equipment shall comply with the U.S. Consumer
Shelving that is open on both sides helps to create an uncluttered, light Product Safety Commission and their current document, Handbook for
appearance in the room. Sometimes a back to the shelving unit is desirable, Public Playground Safety, as well as ASTM-1487-1. Do not use wood of
and can be used to display children’s art. any kind other than the coated marine plywood used in some equipment.
Instead, maximize the use of products made from recycled plastic or
8.1.5 Seating: recycled plastic/wood composite materials, which are inherently durable
Adult seating in the infant and toddler classroom should be soft and and weather-resistant.
comfortable to provide a place where teachers can nurture children. Child
List
Safety guidelines regarding playground equipment shall be followed. Refer
The following furnishings and equipment may be supplied to GSA child
to ASTM F1487-F15.29 (Juvenile Products), F1004 Gates and Enclosures,
care centers as part of the baseline provisions. Provisions vary according
ASTM 1487-95, PS 83-97, F1292 and the Consumer Product Safety
to center size, ages served, and the amount of built-in equipment provided,
Commission requirements.
and may be more or less than is listed below. Equipment for each classroom
and other individual spaces within the center are listed separately. Quantities
Refer also to the American Public Health Association and American
are stated in a ratio of equipment per child or in total number per room as
Academy of Pediatrics in the publication Caring for Our Children; National
noted.
Health and Safety Performance Standards: Guidelines for Out-Of-Home
z Playhouses.
z Benches/seating.
z Crawl-through structures.
z Table/seating.
z Balancing equipment.
z Wheeled toys.
z Platforms/lofts.
z Trash receptacles.
Table 8.2: Younger Toddler Classroom (12-24 Months Old) Storage/Entry Collapsible double umbrella stroller
* Multiple passenger stroller (1 per 4 or 6 children)
Diapering Area Diaper pail w/foot pedal lid (2)
White eraseable board
Compartmentalized shelving over diaper changing table
Lockable storage for teacher’s belongings
Half height gate between play and changing area
Personal storage for diaper bags
Diaper changing table w/steps
Evacuation crib and mattress (1 per 4 children)
Cot or 50 mm bicolor mat (1 per child)
Cozy Area Floor pillow (1 per child) Cot or mat storage
Vertical safety mirror w/wood frame Small pigeon hole boxes for parent notices
Vinyl-covered padded floor mat (2) Sign-in counter
Solid color area rug (2)
Set geometric pillows (2) *depends on center location and playground access
Bean bag chair (2)
Child view display
609 mm high, wood storage cabinet (2)
Small futon or junior size mattress
Wood wall-mounted storage cabinet (3)
Adult rocking chair/glide rocker
Air purifier
Infant reading pocket (2) or low bookshelf
Table 8.3: Older Toddler Classroom (24-36 Months Old) Child-size round table and 4 chairs
Child-size sofa & chair
Diapering/Toilet Area Diaper pail w/foot pedal lid (2) Wooden doll bed (2)
Diaper changing table w/steps
Half height gate between play and changing area Active Area Rocking boat
Compartmentalized shelving over diaper changing Toddler loft
table Large dowel climber
Crawl through tunnel
Reading Area Floor pillow (1 per child) Compact disc player
Solid color area rug (2)
Toddler reading pocket (2) or book display Storage/Entry Cot or 50 mm bi-color mat (1 per child)
Bean bag chair (2) Children’s personal storage
Picture display (2) Cot or mat storage
Small adult sofa White eraseable board
Aquarium Lockable storage for teacher’s belongings
Small pigeon hole boxes for parent notices
Art/Eating Area Wood chair (1 per child) height range 254-355 mm Sign-in counter
Utility cart
Refrigerator with lockable medication storage
Toddler sand & water table w/ lid
Toddler water play table
Low easel (2)
609 mm high, wood storage unit (4)
High wood table (1 per 6 children) height range
406-457 mm
914 mm wood frame cork board (2)
Dryer
Storage shelves
Washer
Vacuum cleaner
Dishwasher santizer
Freezer
Garbage disposal
Microwave(s)
Table 8.12: Conference/Training Room
Refrigerator(s)
Television with VCR player (for training)
Storage cabinets
Book shelf
Stove/oven
609 mm wood frame cork board
Industrial mixer
Dry erase white board
Electric griddle
Conference table
Electric frying pan
Laminating machine
Blender
Multiple level butcher paper holder
Waffle iron
Paper cutter
Juicer
Label maker
Stainless steel food carts (1 per classroom)
Desk
3 compartment stainless steel sink
Computer table
Office chair
Table 8.9: Entry/Lobby Adult chairs (10)
Adult chair
Bulletin board
Coffee table
End table
Lamp
Book shelf
Mini-refrigerator
Microwave
Shade device(s)
4 storage sheds
Wagons (4)
Playhouse (2)
Tricycles
INTERIOR FINISHES
9.1
9.2
General Requirements
9-2
9-2
9
9.2.2 Use of Texture 9-2
9.3.2 Floor Finishes: z Linoleum: Traditional linoleum is durable and is made entirely of natu
z Carpet: Most appropriate in quiet areas and crawling spaces. Carpets ral, mostly rapidly renewable materials. Linoleum does not have the
can retain dust and other allergens to which many children are particu plasticizer off-gassing problems associated with vinyl, although the ini
larly susceptible. If carpets are installed, cleaning equipment must be tial odor caused by the oxidation of its linseed oil component (a trans-
certified by the Carpet and Rug Institute (C.R.I.). The selection criteria fatty acid) may cause irritation problems for the most chemically sensi
for carpet should include a high-quality yarn system with inherent stain tive persons. It is available in tile or sheet form. Sheet material can be
resistance, a minimum face yarn density of 5000, low-level loop or cut heat-welded at the seams and covered at the edges, similarly to vinyl
pile construction (maximum pile height, 6 mm), a minimum of 10 stitches sheet material. It is preferred to vinyl products and should be used
per 25 mm, anti-microbial feature, and 1800 mm minimum wide goods instead of vinyl (unless there is an over riding reason for not selecting
with non-PVC backing system. The recommended backing system linoleum or other appropriate natural, more easily maintained material).
should be permanently bonded, with a permanent moisture barrier, in z Rubber: Rubber is natural material, very durable and is a second pref
stalled with factory pre-applied adhesive, and seams sealed on-site. erence after linoleum.
The designer also should consider using a carpet pattern which does z Sealed concrete: Economical and appropriate for hard surface areas.
not accentuate wear. Carpets, including area carpets or rugs, carpet With an appropriate admixture, stain and finish, it can overcome the
cushions, and adhesives must all bear a Green Label from the Carpet connotation of “unfriendly” or “industrial,” which is often associated with
and Rug Institute indicating that VOC emissions are within the accept raw concrete. It should be used in conjunction with carpet.
able range. Mats that do not fall into the above categories should be z Rugs: Rugs provide comfort and are economical. Tripping/slipping
made from natural, rapidly renewable, plant materials such as coir or hazardscreated by rugs must be addressed through use of proper
jute. Adhesives are to be the least toxic, effective products. underlayment pads designed for rugs or by the use of effective edge
z The carpet must be recyclable to reduce contribution to the nation’s binding and transitions. Non-slip surfacing on the reverse side of “throw”
waste stream, as per Executive Order. rugs is essential.
z Flooring for wet areas, general: Provide slip resistant materials in wet z Ceramic tile: Ceramic tile provides a durable, hard surface flooring and
areas, children’s toilets, and kitchens. Evaluate materials based upon is traditionally used in restrooms. Larger-sized tiles minimize grout joints,
their life-cycle cost, including durability, ease of cleaning, health and which must be sealed upon initial installation in order to maintain a hy
environmental impacts as primary considerations. gienic surface. Ceramic tile may include some amount of pre- and/or
z Sheet vinyl: Sheet vinyl is not a recommended finish, as it contains chlo post-consumer recycled content, depending on the product. Tile used
rine. Though it is currently installed in many centers it should not be must be slip resistant.
used in new or renovation projects. Where there is no alternative, for
patching exsisting work, plastic flooring which does not contain chlorine
may be used. See Section 9.1 for environmental concerns about vinyl,
as well as a note above on “sheet vinyl.”
9.4 Ceilings
z Resilient vinyl tile: While this material is economical as a first cost, it Because it is economical, the majority of children’s areas will have acoustical
requires higher maintenance than sheet vinyl and linoleum. Both are ceiling tile, 20 mm to 25 mm thick, with effective acoustical ceiling treatment.
highly maintenance intense. It cannot form a moisture barrier because Where fluorescent fixtures which are integral with the ceiling must be used
it has many joints. See Section 9.1 for environmental concerns about because the ceiling is too low for suspended fixtures, 600 mm x 600 mm
vinyl as well as a note above on “sheet vinyl.” baffled fixtures will render a less institutional appearance and offer greater
flexibility. Where feasible, baffled fixtures should be used. However, the
designer should consider the benefits of incorporating other materials which
will render a more home-like environment, such as wall board bulkheads
and soffits where practical, as well as a variety of lighting type.
Ceiling tiles should have high recycled content, which varies by manufacturer
and style. Ceiling tiles should be of a high (80% min) light reflectance to
enhance the lighting quality of the interior spaces. A limited area (2 m
squared maximum per classroom) of mirrored ceiling tiles are encouraged
over an activity area.
10.1.10 Lead-Based Paint 10-2 10.7 Windows, Doors, and Hardware 10-7
10.1.12 Asbestos-Containing Materials 10-2 10.7.2 Standards for Safety Glass 10-8
Conditioning
(NFPA) Life Safety Code have been adopted by GSA in lieu of the egress
CHAPTER 10: requirements of the national model building code that is used. (See the
latest edition of the GSA Facilities Standards for the Public Buildings Service
for additional code and standard requirements.)
TECHNICAL CRITERIA 10.1.4 Location:
Locate centers either in a dedicated child care center building, or on the
This chapter provides criteria for the design and construction first floor (i.e., level of exit discharge) of a building either along an outside
of elements and systems throughout the center, and discusses wall with window access to the exterior, or along a courtyard with window
pertinent regulations. access. Centers adjacent to a courtyard must have approved means of
egress out of the courtyard itself to an area of safety. Centers shall not be
10.1 Fire Protection, located below the building’s level of exit discharge.
Environmental, and Safety z Exception: Portions of centers located one story above the level of exit
10.1.6 Separation Requirements: paint detected must be abated using HUD procedures and re-tested to
Centers shall be separated from other occupancies by a minimum one- ensure compliance.
hour fire resistant rated wall with doors having a fire protection rating of not
less than 45 minutes. Please refer to Lead-Based Paint: Interim Guidelines for Hazard Identifica
tion and Abatement in Public and Indian Housing, 1990 (HUD).
10.1.7 Interior Finish:
The interior finish requirements for walls, ceilings, floors, draperies, cur 10.1.11 Lead in Water:
tains, and movable partitions shall meet the requirements of the latest edi Test all sources of water used by the center for lead at the acceptance of
tion of GSA’s Facilities Standards for the Public Buildings Service and LEED the substantially completed project (for new and major renovation projects
guidelines that involve plumbing). In buildings over 25 years old, they should be tested
annually, at a minimum, using guidance in the Environmental Protection
10.1.8 Automatic Sprinkler System: Agency pamphlet Lead in School’s Drinking Water, EPA 570/9-89-001,
Automatic sprinklers shall be installed throughout all new construction center January 1989. If the lead levels exceed 20 parts per billion, the affected
projects and all renovation center projects in accordance with the require water supply must not be used and mitigation actions must be taken im
ments of GSA’s Facilities Standards for the Public Buildings Service. mediately.
300 picoCuries per liter, the affected water supply must not be used and z New construction must include offset hinges to protect fingers.
mitigation actions must be taken immediately followed by re-testing. z Outlets in areas accessible to children must be tamper resistant as de
fined by NEC Article 517-18c. The intent is to “child-proof” outlets that
10.1.15 Off-Gasing: are within children’s reach to avoid any possibility of electrocution. Where
Allow a new center to “air out” before occupancy. The schedule of work practical locate them out of the child’s reach (at least 1380 mm above
should provide ventilation for off-gassing of new synthetic materials for 30 floor level).
days. z No electrical outlet shall be located within 1900 mm of a water source
unless protected by an approved ground fault circuit interrupter.
10.1.16 CO2 Monitoring: z Encase computer cables in conduits or channels.
Provide the capacity for permanent carbon dioxide monitoring, including z There shall be no cables or wires in the center with enough “slack” to
operational set point parameters to prevent indoor CO2 levels from ex present a possibility of strangulation should a child become entangled in
ceeding outdoor levels by more than 700 parts per million (ppm), as de them.
scribed in LEED Version 2.0. z No raised electrical boxes with sharp metal edges are to be used in
areas or passageways used by children.
10.1.17 Safety Issues: z All hot pieces of equipment, including resistance-heating elements, shall
The following safety issues shall be incorporated into the design of the be screened from children’s access.
center: z Care must be taken in selecting and locating telephone sets and other
z When screened operable windows are used, guards shall be installed devices so that a child may not be subject to strangulation or other injury
to protect children from falling through them. if he or she were to become entangled in the device’s wires and cord.
z No sharp edges within children’s areas. All corners on trim, counters, The same is true of window blinds with pull cords. Such wires, cords,
partitions, and shelving must have rounded edges with 13 mm mini and string must be above 1372 mm, out of children’s reach.
mum radius. In areas accessible to children, there shall be no openings z Edges, including shelving, table tops, and counters must have 13 mm
between 88 mm and 229 mm in width to prevent head entrapment as rounded edges. Furnishings in children’s areas that are 900 mm or higher
per CPSC requirement. must be secured in place. Mirrors must be safety glass, acrylic, or re
z Interior glass must not present a safety risk for children and must com flective metal.
ply with code. Only glass that will not break in close proximity to children’s
activities or will not harm children or puncture skin when glass is broken
shall be used. 10.2 Security
z Locked storage for medications and dangerous products must be pro The purpose of designed security measures is to keep children safe within
vided. Additionally, “childproof” interior hardware devices must be the center, to safeguard them from outside intruders, and to protect them
mounted on the interior of cabinets within children’s reach. from hazards to the fullest extent possible. GSA will define and provide the
z It is essential that children’s fingers be protected from being crushed or electronic security system for each center. Systems beyond those defined
otherwise injured in the hinge space of a swinging door. There are simple by GSA will be funded by the requester. Security systems provided will be
devices available that attach to the hinge side, ensuring that this type of those recommended by the FPS Building Security Assessment process.
injury does not occur. As the door closes, the hand is pushed out of the Systems will include equipment, base electrical power, and conduit as
opening, away from harm. In addition, young children are vulnerable to required. All security alarm systems shall report to an alarm system or to a
injury when they fall against the other (hinged) side of doors and gates, central monitoring station as an audible and visual alarm signal (or both).
striking projected hinges. Piano hinges are not recommended to allevi Security system equipment may include, but is not limited to, perimeter
ate this problem as they tend to sag over time with heavy use. Instead, security alarm systems, video surveillance for entrance doors and
an inexpensive device fitting over hinges is available on the market and vestibules, and annunciation systems for main entrance doors.
should be used to ensure safety.
z When required, mount a video camera at the entry/egress doors to the also have no sharp, exposed parts or connection accessible to children.
center. Video cameras are required when the center entrance is not Additionally:
visible by the building security staff, or if the security risk assessment z Provide reinforced bollards, raised planters or other devices to keep
prescribes video monitoring at the entrance. CCTV should cover all automobiles from veering into the play yard area.
entrances, exits, and exterior play areas. z The play yard should be enclosed by a minimum 2100 mm high fence.
z Annunciation at the public entry door. As an alternative, a shorter fence with planting or landscape features of
z Electronic security system including alarms, cameras and hardware, the same height is acceptable upon approval of the RCCC in coordina
mounted either by the Federal Protective Service (FPS), or Facility Guard tion with FPS.
Service within the building. Monitors should be at the director’s office z When the play yard is adjacent to hazards, busy roadways, or is a high
and the FPS law enforcement personnel if located off-site. In order to security risk neighborhood, the perimeter of the play yard must be en
conform to the ADA requirement to lower mounting heights for fire pulls closed by a minimum 2440 mm high fence.
and duress alarms, while also minimizing children’s access to them, z Views into the play yard should be screened either by the fence itself or
these devices must be provided with covers. with plants or other suitable means.
z Provide keypad at entry door (with location and buttons sized appropri z The fence bottom shall be a maximum of 75 mm (3 in) off the ground.
ately for use by the disabled) for authorized entry to the center without Exposed fence bottoms should have a smooth finish for child safety.
relying on staff monitoring. Controlled entry either manually by center z Gates shall be self-closing and latching. Children’s fingers must be
personnel buzzing patrons in, or electronically through swipe cards and protected from pinching or crushing on gate hinge spaces.
individual pin numbers or some other electronic means. z Except for the top and base rail of fence avoid the use of horizontal
z All entry points shall be alarmed and shall include delayed-egress lock elements that may serve as ladders for climbing.
ing hardware at exit doors. Locks, if provided, shall not require the use z All fastening devices used for fence construction should not project out
of a key, a tool, or special knowledge or effort for operation from the ward where they pose an injury hazard.
egress side. All locking arrangements shall meet the requirements of z Remove or trim trees with low hanging limbs if it will allow for climbing
the latest edition of the NFPA Life Safety Code. Egress doors not in from either side of the area. In no case should limbs project below 2030
tended for children’s use should be equipped with electronic magnetic mm.
locks.
z Duress alarms as prescribed by the building’s security assessment, 10.2.2 Security Systems:
including duress alarms and call boxes on play yards. Security systems provided will be those recommended by the FPS Security
z Emergency alarm signals should be audible and visible, and should be Assessment process. Systems will include equipment, base electrical
monitored by the FPS or contract guard service. Mount panic hardware power, and conduit as required. All security alarm systems shall report to
on egress doors a maximum of 915 mm above the finished floor. an alarm system or to a central monitoring station as an audible or visual
alarm signal (or both). Security systems equipment may include, but are
10.2.1 Fences and Enclosures: not limited to, perimeter security alarm systems, video surveillance for
Play yards must be enclosed by fences to define the play yard, allow ease entrance doors and vestibules, and annunciation systems for main entrance
of supervision of children, and protect them from unauthorized entry of doors. Audible signals within the center should be consistent with those
individuals and vehicles. Because the design of the fence is one of the universally accepted.
most visible elements of in the center, it must be more than simply utilitarian.
In general, chain link is discouraged. The only type of chain link that may
be used is dark vinyl coated (6 ga core fabric). Exposed galvanized wire,
which has a highly institutional appearance, is not appropriate. It must
10.2.3 Other Considerations: full resistive capacity. Coordination with FPS is paramount on this issue,
The security risk assessment may recommend that a guard station should as the feature may have a significant effect on the budget. All new exterior
be located near the center so that surveillance of comings and goings to glazing must be laminated and span less than a 1 meter between mullions.
the center are easily seen by posted guards. Alternatively, a form of
surveillance may be recommended. 10.3 Sustainable Design
Additional safety issues impact the space planning of the center. Treat the See definitions and discussions referenced elsewhere in this document.
perimeter of the building and play yards as a controlled filter with only one
primary means of public access and egress. All other service and
emergency egress points should be controlled, with access limited to
10.4 Accessibility
authorized individuals. The site, as well as the building access to and within the center, shall comply
with the current publication of the Uniform Federal Accessibility Standards
Ensure that there is adequate exterior lighting to allow safe exterior (UFAS), the final rules of the Americans with Disabilities Act Accessibility
circulation and site security. Guidelines (ADAAG), and local accessibility codes, whichever is most
stringent. The new Standards are available via the Internet at
10.2.4 Security Influences on Design: http://www.access-board.gov/news/playguide.htm for playground rules,
Additional safety issues impact the space planning of the center. Treat the http://www.access-board.gov/adaag/kids/childrens.pdf for children’s
perimeter of the building and play yards as a controlled filter with only one elements, or from the Department of Justice.
primary means of public access and egress. All other service and
emergency egress points should be controlled, with access limited to Quite often, very young children are not considered when regulations are
authority individuals. written and enforced. Codes are developed with a tilt toward elementary
and secondary schools as child care centers are a new and unfamiliar
Design the entry approach to be visible by center staff who are inside. phenomenon. Most designers and code officials take their cues from
Position the reception area adjacent to the entry and director’s office. elementary schools, when actually the childcare center should be thought
of as a home.
Buildings with child care centers must have coverage by security personnel
as consistent with the FPS Security Criteria for the specific site. Highlights and guidelines for applying the rules are contained in Appendix
F. Only those items that affect children’s elements are discussed.
The design must ensure that a child will be unable to leave the center Designer’s should consult ADAAG directly for guidance during the design.
without the knowledge of the staff. For instance, the designer must be The appendix is primary to the non-design professional user of the Guide.
sensitive to placement of operable windows in the vicinity of a public
sidewalk, or the ability of children to open egress doors.
10.5 Historic Preservation
Window systems (glazing, frames, anchorage to supporting walls, etc.) on If the center is housed in a building included or eligible for inclusion on the
the exterior facades of child care centers must be designed to mitigate the National Register of Historical Places (NRHP), or if the center or its play
hazard of glass fragments (or even whole panes) flying into occupied space yard in visible, or in close proximity to such a building, the center design
following an explosive event at the exterior. To do this, the design must must retain, respond to, and respect the use and character of the historic
balance the features of the glazing, framing, and attachments with the structure(s).
capacity of the supporting structure to allow the system to develop its
The resolution or mitigation of any adverse effect on historic property shall
be coordinated with the GSA Historic Preservation Officer, the State Historic
Preservation Officer, and the Advisory Council on Historic Preservation. If greater than maximum allowable noise levels exist, then acoustical
This coordination must start early in the planning process to allow for treatment is required. Under these circumstances, the following is
appropriate reviews. recommended:
z All window and door glazing in this area is to be acoustically laminated
Any GSA undertaking significantly affecting any building included or eligible glass with an STC rating of 35 to 45, having an air space of 50 mm to
for inclusion on the NRHP will have to be evaluated in accordance with 100 mm. (Conventional double glazing and thermal glazing is not ef
Section 106 of the Historic Preservation Act of 1966, as amended. Work fective in this case.)
on historic buildings, structures, or properties should comply with the z Exterior doors in these spaces are to be high-quality commercial doors
Secretary of the Interior’s Standards for Rehabilitation and Guidelines for with an STC rating of 30.
Rehabilitating Historic Structures (current publication) and the Fire Safety z Sound-rated doors are an acceptable but more costly solution.
Retrofitting in Historic Buildings (August 1989), jointly written by the Advisory
Council on Historic Preservation and the General Services Administration. 10.6.2 Modulating Interior Noise Generated Within the Space:
In addition to standard commercial construction, other means should be
10.6 Acoustics considered to ensure sound control within the center:
Three categories of acoustical concerns are: (1) controlling exterior noise z Acoustical material at the ceiling.
entering the space; (2) modulating and controlling the transfer of interior z Cork, linoleum, or carpet, (either through the use of non-slip throw rugs
noise generated within the space; and (3) controlling the transfer of noise or permanently installed), should be provided in appropriate spaces.
between tenants adjacent to the center. Carpet may be particularly effective in corridors which can be particu
larly noisy due to the narrow configuration.
10.6.1 Control of Exterior Noise: z Sound attenuating wall finish should be provided where appropriate.
Minimizing exterior noise is typically required only when the center is z Baffles, banners, and fabrics should be considered in the design to help
adjacent to or near airport flight paths, major highways, or busy rail lines. absorb the high level of sound generated within a center.
The RCCC must approve use of sites exposed to high noise levels. If
proximity to high levels of noise is unavoidable, acoustical mutigation 10.6.3 Controlling the Transfer of Noise Within Space:
measures are necessary. Maximum acceptable noise levels are dependent Maintaining low noise levels in sleeping/napping and quiet areas is
upon which area of the center is subjected to the noise and whether the important. There are various ways of achieving this to include the following
sound is continuous or intermittent. Maximum acceptable noise levels at methods:
the center’s exterior are as follows: z Extend interior partitions to the structure above the ceiling.
z Partitions may be single layer wall board but should have cavity insula
Outdoor play yards
tion and should be completely caulked at the top and bottom of the
Continuous: 70 dBA (decibels)
partition.
Intermittent: 80 dBA
z Doors opening onto noisy areas should be solid core.
z Use fabrics and baffles to absorb sound.
Centers with sleeping and quiet areas placed next to outside wall
z Provide acoustical baffles in all duct work which penetrates sound at
Continuous: 60 dBA
tenuating partitions.
Intermittent: 65 dBA
z Avoid back-to-back electrical outlet boxes.
10.6.4 Controlling the Transfer of Sound to Adjoining Spaces Outside
Centers with sleeping and quiet areas protected and not located along
Center:
outside walls
Separation between child care centers and adjacent office space is
Continuous: 65 dBA
recommended to be STC (sound transmission coefficient) 55. Note that
Intermittent: 70 dBA
this will involve a considerable expense since partitions need to be not only
insulated but should continue to the structure above any suspended ceiling. areas, laundry, multipurpose, office, conference, lounge, and storage rooms.
Additionally, joints will require complete caulking. In existing construction where the above cannot be met, at a minimum, full
spectrum indirect is required.
No door or window openings should be placed in walls adjoining other
building tenants unless fire and acoustical requirements are maintained. As directed by the Federal Protective Service risk assessment, window
systems (glazing, frames, anchorage to supporting walls, etc.) on the
Provide acoustical baffles in all ductwork which penetrates sound attenuating exterior facades of child care centers must be designed to mitigate the
partitions. hazard of glass fragments (or even whole panes) flying into occupied space
following an explosive event at the exterior. To do this, the design must
10.7 Windows, Doors, and balance the features of the glazing, framing, and attachments with the
capacity of the supporting structure to allow the system to develop its full
Hardware resistive capacity. Coordination with FPS is paramount on this issue, as
this feature may have a significant effect on the budget.
10.7.1 Windows: The daylighting strategy used in the building design should achieve a mini
Natural light into the interior, visual access from the interior to the exterior mum Daylight Factor (DF) of 2% in 75% of relevant spaces, including maxi
of the building, and visual access within the center are all of particular mization of direct line of sight to vision glazing from regularly occupied
importance in environments for children. Windows should be provided areas, as described in LEED Version 2.0. Windows should be Energy
from classrooms to the outside, between classrooms, and from classrooms Star labeled where possible, including National Fenestration Rating Coun
to circulation paths. Both children and adult caregivers must be considered cil (NFRC) labeling of whole-window thermal calculations. Consider low-
in meeting these requirements. The height and scale of windows, type of emissivity (low-E) glazing, depending on orientation, shading, and climate.
glass, clear view (no horizontal members blocking view of either adults or
children), control of light, the impact of the FPS Risk Assessment, and Horizontal window muntins (horizontal mullions) should not be located
safety factors must all be weighed. between 600 mm and 1100 mm above the finished floor because they
could be used as climbing support. Windows should be placed lower, at
The designer should make every effort in the design to provide an exterior children’s viewing height above the floor. Maximum window sill heights for
window for every classroom, as a minimum. In the event that this cannot children are 450 mm above the finished floor for infants; 600 mm above
be effected and an interior space must be occupied by children, the design the finished floor for toddlers; and 750 mm above the finished floor for pre
must still allow optimal access to light and view via clerestories, sidelights, school children. Ideally, sill heights should be lower than these heights, but
windows, and clear lite doors (with safety glass). Children’s spaces in new in doing so it may constrict furniture arrangements. For the same reason,
construction must have a total window area of at least: and for the likelihood of drafts, glass to the floor is undesirable.
z 8 percent of the floor area of the room if windows face south directly to
the outdoors. (Note: the area of south facing glass is less since the Windows and doors with glass lower than 915 mm above the finished floor
quality of south facing light is generally brighter.) must have safety guards or be constructed of safety-grade glass/polymer,
z 10 percent of the floor area of the room if windows face east or west. and be equipped with a vision strip. Wire glass, if required, would best be
z 15 percent of the floor area of the room if windows face north. replaced with an approved alternative, if cost permits. All glazing should
z 20 percent of the floor area of the room if windows are not on an exterior be clear glass. Tinted glass is not recommended except when matching
wall. These must be oriented to “capture” the maximum amount of existing glazing, as in a renovation project.
natural light. Any exceptions to these percentages must be approved
by the RCCC. Areas not requiring windows include toilets, kitchen
10.7.2 Standards for Safety Glass: Main entrance doors shall have an electronic strike release with keypad or
z Consumer Product Safety Commission, 16 CFR, Part 1201, Safety Stan card reader and a remote release. Keypads and card readers must meet
dard for Architectural Glazing. UFAS standards and meet the requirements of the latest edition of NFPA
z ANSI Z97.1, Safety Performance Specifications and Methods of Testing Life Safety Code.
for Safety Glazing Materials Used in Buildings.
Depending on code requirements, operable windows may be mandatory in 10.8 Plumbing and Accessories
order to provide for rescue and/or ventilation. All operable windows must
have draft deflectors, screens, and safety locks, and be of a safety type to The following are requirements specific to child care centers:
keep children from falling through. Exterior window glazing must be insu z Provide paper towel and soap dispensers at all sinks (including art sinks
lated glass. Interior windows need not be insulated, although interior spaces these should be types with no serrated edges).
requiring acoustical separation may also employ laminated glazing. z Provide easily-reached clean-outs for waste piping.
z Provide a shut-off valve for each fixture so that maintenance procedures
Light control and energy conservation features are required on all exterior do not affect multiple plumbing facilities.
windows in children’s areas, either by exterior or interior methods. In new z Provide a floor drain in each children’s toilet, laundry, and in each water
construction, exterior overhangs or low E-type glass, or both, should be play activity area, where possible. Drains are required above occupied
included in many areas of the country because they may be highly cost- space such as computer rooms.
effective over the life cycle of the building and may well justify a higher first z All hot water supplies accessible to children must have a controlled tem
cost, particularly on elevations with excessive heat gain. Overhangs are perature not to exceed 43 degrees C (105 degrees F) at point of delivery.
highly desirable but should be designed in a way that do not excessively z Provide a hot water supply to the dishwasher.
restrict natural light, especially during winter months. Designer must reference z Provide hot and cold faucets at each sink.
solar declension angles for this purpose in submissions. z Provide drinking fountains with a mouthguard and angled jet with a spout
height of no more than 550 mm above the finished floor. Design of foun
In addition, simple roller shades or draperies should also be used where tain should not leave unsafe or acutely angled projections.
required to control lighting and heat gain. Venetian-type blinds not z Drinking fountains will be checked to ensure they are not contributing to
recommended because, when they extend below 1375 mm children may high levels of lead or asbestos in water.
damage them. Valances may also provide color, sound absorption, and a z Solder for domestic water piping shall be lead free.
non-institutional appearance. Exterior windows in napping/sleeping areas
may require window treatments to control direct sunlight. Light levels in all (See the section on Accessibility for toilet and sink mounting heights.)
rooms, including sleeping rooms, must be maintained at a sufficient level to
provide visual observation of the space from adjoining spaces. All blind Water conservation: In addition to considerations specific to child care cen
cords must be kept out of children’s reach. Where venetian blinds are used, ters, implement water-efficiency technologies and strategies to achieve wa
the cord must end above the reach of children occupying the room. ter conservation, as described by LEED Version 2.0, including:
z Designing irrigation and planting systems to use minimum, down to zero,
10.7.3 Doors & Hardware: potable water for landscape irrigation.
All door hardware shall comply with UFAS and meet the requirements of the z Reducing building water use by minimum 20%.
latest edition of NFPA, Life Safety Code. Lever-types appropriate for use by
the disabled shall be provided for all door locks and latch-sets. To prevent To maximize drinking water quality, use localized water-filtration systems for
injury, all doors will have closers that restrict the rate of closure. Doors drinking water fixtures. Only lead-free solder and pipe fittings should be
accessible to children must have hardware operable from both sides, with used in plumbing that may serve drinking water and other fixtures used by
components having smooth edges and no sharp protrusions. Door open occupants.
ings intended for only adult use shall have hardware installed at adult height.
10-8 PBS-140 - July 2003
CHAPTER 10: TECHNICAL CRITERIA
Whenever possible, provide HVAC separate from the other building z 100 lx in stairs and corridors.
systems. Apart from other advantages, this will facilitate better filtration of z Light fixtures in classrooms and nap rooms are to be dimmable.
the dust and molds to which many children are particularly sensitive. Air
diffusers should minimize drafts on children. Light levels in all rooms, including sleeping rooms, must be maintained at
a sufficient level to provide visual observation of the space from adjoining
Design ventilation systems to allow zero exposure of non-smokers to envi spaces. Lighting should be utilized to emphasize areas, designate
ronmental tobacco smoke (ETS) even if smoking is limited to outdoor ar boundaries, create a particular feeling, or cause a desired response.
eas, as described in LEED Version 2.0. Design ventilation systems to
achieve an air-change effectiveness of minimum 0.9 per ASHRAE 129 When using fluorescent lighting, utilize electronic ballast light fixtures. Their
1997 and as described in LEED Version 2.0. Locate air return over diaper high frequency cycles avoid perceptible flickering and allow dimming.
and toilet areas. Fluorescent lamps are to have a color temperature of 3500 degrees Kelvin
minimum with the highest possible color rendering index (CRI). Minimum
10.9.3 Safety Issues: CRI is to be 80 or greater. This is of paramount importance to the center’s
The following restrictions apply in child care centers: environmental quality. If there is adequate ceiling height, the better quality
z Heating units that utilize flame must be vented properly to the outside of reflected, ambient lighting from pendants or recesses is strongly preferred
and shall be supplied with sufficient combustion air. to troffer-style fluorescent fixtures. If troffer flourescents must be used,
z Heating units hotter than 43 °C shall be made inaccessible to children use lamps which are to be baffled to provide predominantly indirect lighting.
by the use of barriers such as guards or locks.
z Ensure that any gas-fired equipment takes 100% outside air for com With reflected light, children (who are at a far lower vantage point than
bustion to minimize negative pressure potential and the resulting back- adults) will not look directly into the light source, a condition which causes
drafting of combustion products into the indoor environment. glare and eye fatigue. Task lights, such as those provided by residential
type pendant fixtures, should be used for reading, painting, and close work.
10.10 Lighting Design for variety in lighting, through such devices as dimming controls,
Well-considered lighting for each activity area is a key element in creating separate switching, adjustable directional fixtures, and pendant fixtures
the “home-like” environment which is a goal of the program. The quality of that are positioned over work areas. Consider using specialized lighting to
light should remind children of a residential environment. Broad ambient display art work, pools of light to create excitement and variety, and high
lighting is most appropriate for large motor activity spaces; task lighting is levels of light to encourage physical activity. Provide food preparation areas
required for manipulative activities; lower light levels are needed for quiet with fixtures having shielded or shatterproof bulbs.
and sleeping areas. The amount and orientation of natural light needs to
be considered in the design and variation in light levels. Up to a maximum Exterior light can be controlled with adjustable blinds, shades, or other
of 500 lx will be acceptable in rooms with poor natural lighting capability. types of window coverings. Window treatments on interior windows must
Classrooms without skylights or exterior windows should have ducted light allow for clear visibility.
tubes to provide natural light. Light shelves which transmit light deeper
into the interior are to be considered for all south-facing elevations. See Ensure that there is adequate exterior lighting to allow safe exterior
the table for the minimum light levels for various functions. In addition, the circulation and site security. All lamps must have shatterproof lenses or
following should be provided: covers.
z 500 lx on children’s work surface for reading and close work.
z 250 lx ambient light for class and play areas (additional task lighting
up to 500 lx provided where appropriate).
z Capability of being dimmed in a range of 500 lx to 50 lx for sleeping
and napping areas.
Table 10.2: Lighting Requirements School-Age Activity Area Natural light 300 - 750
(Dimmable) (Dimmable)
Laundry 300 - 400 Minimize exterior light pollution, as described in LEED Version 2.0, by de
Kitchen 300 - 500 z Exterior lighting not to exceed Illuminating Engineering Society of North
America (IESNA) footcandle level requirements, as stated in the Rec
Janitor’s Closet 300 - 400 ommended Practice Manual: Lighting for Exterior Environments.
z Interior and exterior lighting such that zero direct-beam illumination leaves
Telephone Closet 400 - 500 the building site.
z Design lighting controls to provide a high level of occupant control over
Multiple-Purpose Space interior lighting levels, including controls at child height where appropri
Play Area 300 - 500 ate.
z Use compact fluorescent lamps (CFLs) instead of incandescent lamps
Meeting Area 300 - 500 as a general rule. CFLs should meet, at a minimum, the efficiency
(Dimmable) standards of the EPA Energy Star program. Exit signs should use LED
Play Yard Storage 300 - 500 technology and should also be EPA Energy Star labeled.
10.11 Electrical
Safety of the children and expansion of future electrical needs must be
considered. All data, equipment, and communication requirements must
be defined in advance to prevent inadequate facilities. Consult with GSA
and center staff when defining needs.
10.11.1 Requirements:
Provide power supply as prescribed in the latest edition of GSA Facilities
Standards for the Public Buildings Service for TV, VCR, AV equipment,
Appendix A:
Metric/English Conversions A-1
Appendix B:
Poisonous Plants B-1:B-6
Appendix C:
Child Care Contact Sheet C-1:C-2
Appendix D:
Child Care Facility Checklist D-1:D-3
Child Care Facility Compliance Tool
Appendix E:
D-4:D-5
AP
Terms and Good Practices E-1:E-2
Appendix F:
Accessibility F-1:F-9
Appendix G:
Playground Solicitation Requirements G-1:G-2
APPENDIX A
Metric/English Conversions
The list below is not an exhaustive listing of Metric to English conversions, but those commonly used in the Guide.
Given Multipy by To Obtain Given Multipy by To Obtain
Length Weight/Mass
Centimeters 0.0328 Feet Kilograms 2.2046 Pounds
Centimeters 0.3937 Inches Pounds 0.45359 Kilograms
Feet 0.3048 Meters Tons 907.2 Kilograms
Feet 304.8 Millimeters
Inches 25.4 Millimeters Mass per Unit Area
Inches 2.54 Centimeters Kilograms per sq. cm 14.22 Lb/sq. inch
Inches 0.0254 Meters Kilograms per sq. meter 0.0205 Lb/sq. foot
Meters 3.28084 Feet Pounds per sq. foot 4.8824 Kg/sq. meter
Meters 39.37 Inches Pounds per sq. inch 0.0703 Kg/sq. centimeter
Yards 0.9144 Meters
Mass per Unit Length
Area Kilograms per meter 0.672 Lb/foot
Acre 4046.87 Sq. meters Pounds per foot 1.49 Kg/meter
Hectares 2.471040 Acres
Square centimeters 0.155 Sq. inches Mass per Unit Volume
Square meters 10.76 Sq. feet Kilograms per cubic meter 0.0624 Lb/cu. foot
Square feet 0.0929 Sq. meters Pounds per cubic foot 16.02 Kg/cu. meter
Square inches 645.16 Sq. mm
Energy
Volume BTU 1055 Joules
Cubic centimeters .06102 Cu. inches BTU per hour 0.293 Watts
Cubic feet 0.028317 Cu. meters
Cubic inches 16.38 Cu. cm Volume per Unit Time
Cubic meters 1.30795 Cu. yards Cubic feet per minute 0.0004719 meter3/second
Cubic yards 0.7645 Cu. meters Cubic meters per second 2119 Ft3/minute
Gallons, US 3.7854 Liters Cubic meters per second 15,580 Gallons/minute
Liters 0.26417 Gallons
APPENDIX B
POISONOUS PLANTS
Many popular house and garden plants are considered poisonous and can produce symptoms ranging from minor to severe. This list is not exhaustive, but
gives a listing of some of the most popular plantings which are known to be poisonous, as well as non-poisonous selections. The list is provided by the U.S.
Army Corps of Engineers. Check with local extensions of the US Department of Agriculture and local poison control centers for more information about the
nature of common plantings in specific locations.
Toxic levels are based on the best information available; however, precise scientific data is not available. Toxicity is subject to numerous variables, including
quantity, exposure, and individual reactions.
Plants on the high toxicity list are known to have caused death and could be hazardous with very little exposure. DO NOT USE. Plants on the medium
toxicity list have toxic parts, but deaths have been rare, usually after prolonged exposure or consuming large quantities. Do not use these plants inside the
play yard. Plants on the low toxicity list include those that may cause a rash or dermititis. Use these plants with caution.
NON-TOXIC PLANTS
APPENDIX C
APPENDIX C
Lyvette Norris
450 Golden Gate Avenue www.gsa.gov/childcare
4th Floor East
San Francisco, CA 94102
415.522.3350
415.522.3311 fax
Northwest/Artic Region 10
Jennifer Bashford
400 15th Street, SW, 10PZ
Auburn, WA 98001
253.931.7700
253.931.7588 fax
APPENDIX D
Infant Room
Classroom
Play yard
P1 There is sand play provided
P2 There is water play provided
P3 This is an adequately sized, weather-resistant storage shed
P4 There is an area for wheeled toys
P5 There are natural elements and plantings on the play yard
P6 There is a water fountain located close to play activities
P7 There are toilet facilities located close or adjacent to the play yard
P8 There are large motor/physical challenge/level change opportunities
P9 There are areas to retreat to to “get away” such as play house
P10 There are seating areas for children
P11 There are areas where indoor activities can be brought outside
such as easels for painting
P12 There is adequate shade provided (25% between 10am-4pm on June 21)
P13 There is emergency egress provided from yard (w/ alarm)
P14 There is a secure perimeter w/ fence of height required
P15 No head entrapment areas noted (openings between 3.5"-9")
P16 There is proper fall surface (engineered wood fiber system, drainable synthetic protec
tive impact surface) at least 6'-0" surrounding raised play events as referred by CPSC
P17 The play equip. is in good condition w/ no projecting or sharp hardware
P18 There is the appropriate separation (depending upon local licensing)
between different age groups on the play yard
P19 There is adequate lighting for security, especially during the early
morning and late afternoon when the area may be dark
P20 The play yard is protected by bollards or other devices to keep cars
from veering into the yard when it is located near busy traffic
P21 Sand play is located near water play
P22 There is a gate for maintenance
(Name of center)
YES NO COMMENT
6 THE SUPERVISION OF CHILDREN IS FACILITATED BYARRANGEMENTS
WHICH DO NOT FORCE ADULTS TO TURN THEIR BACKS ON CLASSROOMS
WHILE DIAPERING AND WHICH FACILITATE ADULT/CHILD INTERACTION.
NAP ROOMS ARE NOT SEPARATE, AND ARE SUPERVISABLE 5
7 ACCESS TO THE PLAY YARD IS LESS THAN 100 FEET FROM ANY
CLASSROOM 5
8 THE CENTER IS ADA/CPSC COMPLIANT INCLUDING THE PLAY YARD 5
9 THERE IS ADEQUATE ACOUSTIC SEPARATION IN AND BETWEEN CLASSROOMS 5
(35 STC MINIMUM)
10 THERE ARE NO HEATING, VENTILATING (INCLUDING DIAPER AND TOILET
EXHAUST) PROBLEMS REPORTED AND THE CENTER COMPLIES WITH THE
MECHANICAL REQUIREMENTS OF THE DESIGN GUIDE 5
TOTAL 100
PART 4 MITIGATION
IF A CENTER SCORES BELOW 65 POINTS, THE FOLLOWING FEATURES MAY BE COUNTED TO
INCREASE THE OVERALL SCORE
1 WHEN CENTER AND PLAYGROUND FINISHES HAVE BEEN REPLACED,
ENVIRONMENTALLY APPROPRIATE MATERIALS AND METHODS HAVE BEEN USED 1
2 PLAYGROUND CAN BE USED YEAR ROUND AND HAS MORE THAN MINIMUM
SQUARE FOOTAGE, COVERED AND UNCOVERED EQUIPMENT AND ACTIVITIES 4
3 PLAYGROUND HAS ALL OF THE FOLLOWING: TRIKE TRACK, WATER PLAY,
SAND PLAY, LARGE MOTOR PLAY, DRAMATIC PLAY 2
4 THE CENTER HAS A MULTIPURPOSE ROOM WHICH WILL ACCOMMODATE THE 2
LARGEST CLASSROOM/ WITH THE AREA PROVIDED AS PER DESIGN GUIDE
5 LIGHTING IN CHILDREN’S SPACES IS INDIRECT 2
6 LIGHTING IN CHILDREN’S SPACES IS FULL “SPECTRUM” WITH EXCELLENT 2
COLOR RENDITION (85 COLOR RENDERING INDEX (C.R.I))
7 TYPE OF LIGHTING IS VARIED (PENDANT, INDIRECT, ETC.) 1
8 THERE ARE DEDICATED AREAS WITHIN THE CLASSROOMS AND CORRIDORS TO DISPLAY CHILDRENS ART
AND PROJECTS AT THE CHILD’S HEiGHT (1650 mm ABOVE FLOOR, MIN.) 2
z Building Location and Site Selection: Channel development to urban or and the design process is expedited because of the presence of the involved
suburban areas with existing infrastructure, protecting greenfields, and parties while most of the major issues are explored. More thorough and
preserving habitat and natural resources by a number of activities, includ integrated solutions are the result.
ing:
1. Building selected for tenant relocation is located in an estab 2.2.4 Construction Management:
lished building in a previously developed area. The A/E contract should include development of the following environmental
2. Occupant renews lease at current location. management plans, developed with the input of relevant consultants and
3. Occupant signs long-term lease. stakeholders:
The other concepts contained in this draft section are discussed in the z Building Commissioning: Implement fundamental best practice commis
context of new construction in Section 5.1, based upon site selection crite sioning procedures referenced in LEED Version 2.0, and meet as many
ria found in LEED Version 2.0. additional commissioning referenced criteria as feasible
z Best Practices: Encourage tenants to select buildings with best practice z Construction Waste Management: Develop a detailed program for con
systems and employed green strategies. The specific criteria for green struction/ demolition waste materials recycling, as described in LEED
strategies are essentially some of those included in LEED Version 2.0. Version 2.0.
Selection of a LEED Certified Building is a proposed alternative method z Construction IAQ Management: Develop a detailed program to indoor air
for achieving credit in this category. quality contamination from construction by meeting SMACNA IAQ Guide
z Flexibility of Design: Encourage design that is easily reconfigured for lines for Occupied Buildings under Construction, protecting stored or in
future expansion and/or contraction, thus decreasing churn costs and stalled absorptive materials, replacing air filtration media prior to occu
conserving resources, by specifying some percentage of building interior pancy, and conducting an IAQ testing procedure, as described in LEED
components to be easily reconfigurable. Version 2.0.
z Accredited Professional: Support and encourage design integration re Harmful Paint Ingredients which are not allowed in “Green Seal” products:
quired by a LEED project and streamline the application and certification
process by including at least one principal participant of the project team
that has successfully completed the applicable LEED Accredited Profes 1,1,1-trichloroethane 1,2-dichlorobenzene
sional exam. acrolein acrylonitrile
antimony benzene
butyl benzyl phthalate cadmium
2.2.3 Integrative Design: di(2-ethylhexyl) phthalate di-n-butyl phthalate
diethyl phthalate dimethyl phthalate
The integrated design process begins with the first “design workshop” and ethyl benzene formaldehyde
continues throughout the various project phases. This process provides a hexavalent chromium isophorone
forum and methodology wherein every team member is encouraged to cross- mercury methyl ethyl ketone
fertilize solutions to problems that may relate to, but are not typically ad methyl isobutyl ketone methylene chloride
dressed by, their specialty. The objective is to have every member of the napthalene toluene (methyl benzene)
design team understand the issues that the other members need to ad vinyl chloride
dress.
This is a successful way to educate all the participants: architects, engi
neers, and the client team. Staff members are invited to participate through
out the process. Participants are educated about the issues and “buy in” to
the solutions. The education process is accelerated, decisions are verified,
adversity is diminished, the nuances of organizational issues are learned,
E-2 PBS-140 - July 2003
APPENDIX F
Protruding Objects
z No children’s requirements.
z No children’s requirements.
z No children’s requirements.
Curb Ramps
Ramps Doors
z Maximum slope and rise: 1:16 to l:20 is preferred if space is available; z Doors should be accessible, but must not be made so easy to operate
the maximum is 1:12. that young children can escape. Keep in mind children are supervised
z A second set of handrails shall be provided with a gripping surface a and doors must only be operable by adults. Of course, the adult may be
maximum of 711 mm above the floor. Elements of the adult handrail shall disabled. Hardware on doors leading out of classrooms should be in
not interfere with the children’s handrail. 230 mm must be provided be stalled as high as possible - 48" AFF. Hardware on door to toilets serving
tween the handrails to prevent entrapment. the classroom should be as low as practical for the age group.
z Minimum door width: 825 mm with a 1525 mm deep landing area in front
of all ramps, gates and doors. For all doors through which evacuation
cribs would have to pass to access an exit, the minimum door width is
915 mm.
Stairs
z No children’s requirements
Elevators
z It is not a good idea to let young children operate the elevator. Controls in
a center should be installed as high as possible.
Platform Lifts
z No children’s requirements.
Windows
z No children’s requirements.
Entrances
Water Closets
z No children’s requirements.
z Toilets shall be sized for the intended age per graphics on page F-4.
z A major disability issue that must be addressed is changing diapers for
Drinking Fountains
older children, 3 years +. The current solution is to lay the child on the
z Drinking fountain controls: Front or side operable; spout should be a floor in the classroom. The preferred solution is to provide adequate room
maximum of 750 mm above the finished floor. Clearance under the unit is for a cot or wall hung table in the bathroom. Generally the space re
not required if clear floor space for a parallel approach is provided. Also quired for wheelchair manuvering will suffice for diapering.
provide a clear floor space of 760 mm x 1220 mm to allow a child in a z Children’s toilet: Provide one side and grab bar in the children’s toilet
wheelchair to approach the unit facing forward. area (at a minimum, provide one of each in an accessible location). Fol
low the most recent requirements established by ADAAG.
z Flush controls should be mounted 500 mm to 750 mm above the finished
floor on the wide side of toilet areas.
z Toilet paper dispensers should be mounted 350 mm above the finished
floor within children’s reach.
Toilet Stalls z Another approach is to consider the toilet rooms as “stalls” with manuvering
z Toilets and toileting are major issues in childcare centers. Children be room located directly outside the toilet room door.
come “toilet trained” within a broad range of age, but at an average age of z If the tank height or the flush valve prevent the placement of a grab bar
2-1/2. Before this time they are diapered. Until the age of 5 or 6, toilets over a fixture, a 610 mm grab bar may be placed offset to the wide side
are an extension of the classroom, where children learn proper health as shown.
habits. Therefore, properly designed centers have toilets directly acces
sible to the classroom, not gang toilets as used in elementary schools. Urinals
The most pressing problem in childcare design is the application of the z Typically not used in child care.
Bathtubs
z Not Applicable.
Shower Stalls
z Not Applicable.
Storage
Toilet Rooms
z Closets and storage areas should not be accessible to children.
z See applicable code sections.
z Built in or fixed storage accessible to children shall be located at 510 mm
to 1120 mm above the finished floor.
Bathrooms, Bathing Facilities and Shower Rooms
z Clothes hanger rods, coat hooks, or shelves shall be located 915 mm to
z See applicable code sections.
1120 mm maximum above finished floor.
Alarms
z Care must be taken to prevent audible signals greater than 90db to pre
vent hearing damage in young children.
Detectable Warnings
z No children’s requirements.
Signage
Telephones
z Not Applicable.
Legislation, Executive Order number 13101, and GSA Order mandate — Plastic 3 90–100% (postconsumer)/100% (total)
buying products that reduce environmental impact. The Environmental — Plastic Composites 50–75% (postconsumer)/95–100% (total)
Protection Agency (EPA) has developed a list of designated products,
commonly referred to as the CPG (Comprehensive Procurement Avoid wood playground equipment and landscaping elements, as per the
Guidelines). The CPG items are those which Federal agencies are required Design Guide (P100). There are better alternatives that do not have the
to purchase. EPA has established specified amounts of post-consumer problems of wood on play yards. Exceptions include marine plywood
materials required as the recycled content for each designated item. To such as the kind used in many of the Kompan-type pieces, as well as
date, EPA has grouped a total of 54 CPG items into 8 product categories. engineered wood fiber impact resistance surfacing. Then you would check
Two specific product categories (Park and Recreation Equipment and into vendors that offer this kind of product and request as part of their
Playground Surfacing) apply to the development of GSA play yards. proposal the amount of recycled material that is used as part of the
structures. The standard is:
As the first step in a play yard plan, the coordinator and designer must
consider what size and type of equipment is optimal for the specific project. — Structural Fiberboard Recovered Materials - 80-100%
At this point, it is necessary to consider CPG requirements for recycled — Laminated Paperboard Postconsumer Paper - 100%
content materials as identified under “Park and Recreation Equipment.”
This general heading includes requirements for park benches & picnic You may or may not be seeking proposals for the fall zone surfaces as
tables, playground equipment, playground surfaces, and plastic fencing. part of the same scope of work. Regardless of your approach to this
www.epa.gov/cpg purchase, you must first consider what type of fall zone material is most
appropriate for the specific application. If you decide to go with a rubber
If metal structures are specified, such as Little Tikes, Commercial, etc., mat, poured in place rubber surface or rubber pieces, recycled material
identify vendors on GSA schedule who offer that kind of product. The must be used. The standard is:
vendor’s proposal must include the proportion of recycled material that is
in the product. The standard is: — Plastic or Rubber 90–100% (postconsumer)
— Steel 4 16% (postconsumer) /25–30% (total) 67% (postconsumer) If you decide to go with an engineered wood fiber (fibar) the standard is:
— Aluminum 25% (postconsumer) /25% (total)
— Plastic 3 90–100% (postconsumer)/100% (total) — Wood/Paper 100% (total)
— Plastic Composites 50–75% (postconsumer)/95–100% (total)
Ask for proposals from 3 scheduled vendors. Vendors with a CPG Exceptions:
designation are pre-qualified as meeting the standard. For vendors without
the CPG designation you must request that they provide to you on Under limited circumstances, you may justify not purchasing CPG
letterhead or other commonly available company literature/website the designated items with the minimum recovered materials content based
amount of recycled material in the playground components that are part on one of the following reasons:
of your request. http://www.epa.gov/cpg/avail.pdf/parkrec.pdf
1) The item is not available competitively within a reasonable timeframe.
on contract. The easiest way to comply with the GSA APP is to order qualities should be used.
If you specify, order, or purchase a CPG item without the required minimum
recovered materials content, you must submit a written justification.
Regional requirements vary along with whom the justification is submitted
to. Your regional Environmental Coordinator, Recycling Coordinator or
Acquisition Management Officer can provide you with your Regional
requirements. Definitions and explanations of applicable recycled
materials refer to: www.epa.gov/cpg
B
Index
Backpack 3-5
Baffles 10-6
Ballards 6-7
A
Banners 10-6
Accessibility 10-5
Baseline 2-4 , 7-19 , 8-3
Acoustics 10-6
Berms 6-3
Administration 4-2
Building Manager 1-1 , 2-3
Administrators 3-2
Bulletin board 3-1 , 4-1 , 7-2 , 7-10
Architects 1-1
Chalkboards 7-14
Art 7-11
Chemicals 8-2
Cleanouts 10-8
Electrical outlet 10-6
Colors 9-1
Electrically switched door 10-12
Consumer Product Safety Commission 6-3 , 6-8 , 6-9 , 7-13 , 8-2 , 9-2
Entrance 6-1 , 7-1
Copier 7-4
Entry and Circulation 3-1 , 6-1 , 7-1
Cords 10-8
Entry/Lobby 8-9
Countertops 8-2
Exhaust ventilation 7-15 , 7-16
CPSC 1-2
Exposing structural ceiling 9-4
Cruising 3-5
F
Cubby 3-1 , 3-3 , 3-5 , 7-1 , 7-10
Fall zone 6-9
Curriculum 4-1
Federal employee services 5-4
D Fence 6-3
Finishes 2-4
Diaper 3-2
Fire detection 2-4
Dining 3-4
Floor levels 7-8
Directors 3-2
Fluid applied flooring 9-3
Doors 10-8
Draperies 10-8
G
Drinking fountain 7-18 , 10-8 , F-6
Gate 6-8 , 8-1
Ductwork 10-6
Glazing 10-6
INDEX
H Lead 10-4
Hardware 10-8
Lounge 4-2 , 7-5
Headroom 6-9
Luminous ceilings 9-4
Hooks 7-12
Main building central plant 7-21
I
Main entry 7-1
Maintenance 3-2
K N
Kitchen 7-19 , 8-9
NAEYC 1-2 , 2-3 , 4-1 , 8-1
Nests 7-12
Pre-schooler 3-5
OCCDP 9-6
R
Office 8-9
P Rugs 9-3
PAC 2-4
S
Paper towel 10-8
Parent 4-1
Sand and water play 7-11 , 7-12
Parents 3-1
Satchel 3-5
Parking 6-1
Scale 3-4 , 3-5 , 7-11
Partitions 7-7
School-Age 1-5 , 3-3 , 3-6
PDS 1-2
School-Age Classroom 7-7
Platform 6-8
Science 7-11
Playhouses 8-3
Security device 7-2
INDEX
Shading 6-9
Transition 6-1
Signage 6-1
Slides 8-3
Umbrella strollers 7-10
Slope F-5
United States Code 40, Section 490b 2-3
Socio-dramatic 7-11
Utility Room 8-9
Stair 7-14
Ventilation 10-9
Standards 2-2
Vestibule 7-1 , 7-2
Stroller 8-1
Video monitor 7-4
T
W
Tables and Chairs 8-2
Temperature 10-9
Waste 10-8
Texture 9-2
Wheeled toy 6-4 , 8-3
212.264.8321
www.gsa.gov/childcare