![1 squa re = 1 ft.square
C orr idor
7. Create a space
F7 56Post
F 00 Bulleti Pan el [24H]
H]
RT
A724 We l ome Cub bies8 [48H]
F6 81 Tote She l [24
CA
F 45 F ixed Shelf [3 2 1/16H]
CK
for each area.
f
LO
Welcome Area
0B
n
A6
F7 56Post
To il t
e
7
c
This space includes storage for
nch
Blocks
A735Co rner Be
6
ch
A723 We l o m Cub bies6 [48H]
c e
A735Co rner Ben
Wall Mo unte Sink
T oilets F7 56Post F7 56 Post
items used in that area. It commu-
d
h
rc
A73 Co rner Bench
5
iA
l
ne
F6 82 T o She l [24
te f H]
a
in
P
A723We l o me C bies 6 [4
c ub 8H]
M
h
38
rc
iA
nicates possibilities and limitations.
F8
F756 Post
in
M
F7 56Post
39
Wa Mo unted Sink
F8
For example, a space with little
F6 85T ote She f [32H]
l
Group Activities
C362 Sin
k C361 Sto ve
ll
C363 Refrige rat r
and Mealtimes
o
J712
J7
12
cozy nooks communicates, “Here
To il t
e
C2 Tab le
21
F7 29 Wing st
F7 56 Po
J710
is a place for quiet play.” An arch
J712
D130 DollHigh Chair
F6 12 F ixedShelf [1 6H]
712
C364 Cupbo ard
el
indo w Pa n
A951 M ultTa ble
i
J
A738 Wal Peg s 8
l J712 J710
across the entry tells you, “Leave
F7 43 W
A951M ultiTa ble
J712
712
Dramatic
J
J71
8
your tricycle outside, you are
L31 0 Model 2 Star t r Kit [8 7 1/16H]
A951 M ultiT ble
a F7 56 Po
st
F7 29 Wing
Play Area
J710
J710
J712
712
J
H520 Junior Ar t Island D12
entering a protected space.”
0P
u sh
J
710 J710 J712 c rt
a
e
Science/Discovery
C705 Dress-U Unit
p
C110 Bed
A627 SAND & W ERCENTER
F7 54 Post
F7 74 Displa It-All withClear Pa ne
l
]
/4H
13
) [3
AT
side
F7 51
F6 86 T oteShe l [32H]
f
p (In
6H] ost
A919 T ra p[22 1/16H]
wee
P
9S
54
F6 7
F7
1/ 1
F7 54Post
51
J7
t
[32
18
os
0
F7
J71
P
54
y-
eep
Math Manipulatives
F7
Sw
F6 76
J7
10 Reading
F7 76Lib rary Shelf [48 3 /8H]
Play Corner
A951 MultiTa ble
0
J80
710
Yard
J
F671 Cor ner S elf [16H]
710
h
F613 F ixed Shelf [1 6H]
J](https://image.slidesharecdn.com/spaces-110816042702-phpapp02/85/Spaces-for-Under-5s-17-320.jpg)
Spaces for Under 5s
- 1. spaces room layout for early childhood education
- 3. spaces room layout for early childhood education “O ur designs shape children’s beliefs about themselves and life. In a well designed area, children are engaged and feel secure. A well designed area can facilitate predictable, consistent and intimate care for each child.” Anita Olds Contents: The Importance of Space .............................. 2 What Makes a Good Space? ........................ 2 Activity Areas ............................................... 3 Location ........................................................ 4 Predictability Room Regions and Zones Boundaries ................................................... 5 Paths Movement Freedom to Explore Privacy Play and Sitting Surfaces ............................. 7 Variety Storage ........................................................ 8 Flexibility Mood ............................................................ 9 Empty Space Inviting Memorable Equipment and Materials ........................... 11 Amount-to-do Stimulation Supportive Environment A Quick Guide to Space Planning .............. 13
- 4. When children feel comfortable in their physical surroundings, they will venture to explore materials or events around them. The Importance of Space Anita Olds “Do you still have that loft?” college students stop to ask Madeline Mulligan on the street. What Makes Madeline’s home-made loft occupies a corner in her child care a Good Space? center. A science area is tucked underneath, and from upstairs • Predictability you can see out the classroom window. Twenty years later, • Clear paths to activities young adults still remember climbing the wide ladder to catch • Well-defined boundaries a few moments of peace, to watch the robin build her nest outside, and to gain a fresh perspective on the room’s activities • Enough opportunity for movement below. • Freedom for exploration Through the centuries, those who care for children have un- • Privacy derstood the significance of a child’s surroundings. Already • Variety in the 1800’s, the childcare expert Froebel stressed the im- portance of environmental design in the sense of a garden, • Enough complexity (versatile open-ended units) natural, organic, ever-changing. He maintained that when care is applied to children’s surroundings, behavior can be • Flexibility guided and inspired. The simplest of locations can become a • Varied levels of stimulation haven of play and learning. • A supportive environment Too often, childcare takes place in society’s cast-off spaces, • The right amount of empty space church basements, converted warehouses. Even centers “purpose-built” for childcare are often designed with more • Inviting, welcoming, of an eye to adult priorities than children’s needs. Ideally, home-like feel architect and childcare professionals work together as peers • Memorability to create the best possible environment for young children. Whether laying out rooms you helped design, or making do with the space you’ve been given, your decisions about room layout are crucial. Are the children in your care deeply engrossed in their activi- ties, or are many at loose ends? The difference may well stem from room layout, good or bad. This booklet is meant to help you understand the difference. Spend time with these pages and study some of the works referenced here. We hope it helps you create spaces your children will remember, even decades later, with love. Your friends at Community Playthings 2
- 5. Activity Areas The most neglected and Motivated children will learn • Location: Where is it in relation misunderstood dimension of through discovery, and this self- to other physical features and teaching process is key to a child’s other activity areas? the planned curriculum is the development. The best childcare • Boundaries: How well is the creation of an environment or practitioners know that learning area defined? is a matter of discovery. Reason- setting in which education is • Play and Sitting Surfaces: are ing with a kindergarten child to take place. they appropriate to the activities about fulcrums and centers of they support? gravity may be fruitless, but a Blenkin & Whitehead • Storage: The materials children three-year-old who builds a lop- sided tower soon discovers how to need in each activity area should “Open structure” rooms let be stored conveniently at hand, balance the blocks and distribute children choose from a variety of and displayed attractively for weight evenly! activity stations. There may be an effective use. area for reading, a block area, an Many factors contribute to a truly • Mood: Is the mood of the area area for projects, an area for active great room layout, to a design that appropriate to the function? Is it play. This room design uses the guides and encourages children home-like? natural interests and impulses of to learn through play. Childcare children to their best advantage— professional Anita Olds lists five children learn to make smooth attributes to consider for each transitions by themselves and activity station you plan. The in their own time, much as they next sections of this booklet will would do if they were playing in discuss these points in detail, for their own home. It helps them they are the central units from develop their own routines and which a room grows. disciplines, and supports happy, motivated play. The child’s play with sand or mud is the earliest stage of experience in shaping matter. Children who are gifted in this way will soon do work of real merit. The transition from play to work is hardly noticeable. Eberhard Arnold 3
- 6. Location We are all familiar with a real Room Regions games or just places to be cozy. estate agent’s jingle: “location, and Zones Many of these activities happen location, location.” When consid- The most successful childcare on the floor. These activities do ering your room layout and the rooms are divided into two best in a protected or somewhat location of each activity area, regions, wet and dry. This just secluded corner. there are a few concepts to keep means that the entry area and In addition… in mind: messy zones like sand and water 5. The Outdoor Zone. The play- centers are planned into the ground is the most important Predictability layout in a practical fashion. zone. With rapid urbanization Institutional settings are Consider these “zones,” suggested and shrinking wilderness, a child’s by Anita Olds as a sensible way to inherently unpredictable: one last opportunity to enjoy nature organize a classroom. is never sure what will happen may lie in the outdoor play space Wet Region of a day care center. We recom- next, who will arrive, and for 1. The Entry Zone is where chil- mend a natural environment that what purpose. Unpredictability will encourage rich educational dren’s personal effects are stored. increases children’s lack of opportunities such as: There should be a place where ease and control. children can sit to dress/undress. • Climbing trees Anita Olds Sometimes a door in the entry • Rolling down hills zone opens onto the playground. • Mud pies Children love to explore and 2. The Messy Zone can contain • Building forts discover, but they also rely on tables, chairs, easels, woodworking benches, sand and water centers, • Hide and seek a certain level of predictability; they like to be in control of their nature study, and a kitchen area. It • Playing in bushes environment. They like to know needs to have access to sinks, and • Exploring woods what’s going on and what will ideally, access to the outside play • Gardening happen next. Entries and exits area. This is also the most natural zone to gather the entire group for • Sand box play need to be clearly defined, and pathways direct. Activity areas mealtimes, etc. Floor surface is an Don’t forget to offer challeng- need to be inviting islands, with important consideration here. ing and vigorous activities room to detour around them. with trikes, bikes, scooters and Dry Region Even the layout of the building wheeled vehicles. Hollow blocks itself matters. Children find clus- 3. The Active Zone (Dry region) (indoors and out) provide the ters of rooms more predictable supports large motor play, ideal combination of large muscle than long corridors. wheeled vehicles, music and and cognitive development. A movement, climbing and swing is a good place for a child • Doorways should be obvious dramatic play. to gain respite from the demands • Traffic flow should be intuitive 4. The Quiet Zone (Dry region) of group care. If you don’t have • Rooms or areas should be contains blocks, manipulatives, an outdoor space, you can always arranged in a cluster rather than construction toys, puzzles, books, bring nature in. along a corridor 4
- 7. Boundaries Boundaries protect children’s dren. Many concepts interplay to Jim Greenman (1988) observes activities from traffic, lunch and create this sense of defined area: that different paths encourage other distractions encouraging • Paths different types of behaviour. “A longer-lasting, sustained play. meandering pathway with forks • Movement Even in a small room, you can and T’s encourages shopping for an create well-defined activity areas • Freedom to Explore appropriate activity and perhaps and children will exhibit a higher • Privacy observing the activities of others. degree of exploratory behavior A straight pathway with one begin- and social interaction. Efficient Paths ning and one ending emphasizes boundaries double as display and reaching the destination. Unbroken A total absence of path, paths encourage, perhaps even insist shelving space. These boundaries need not be permanent and must because of too much equip- upon, running.” not interfere with supervision. ment placed too close Often a carpet or similar visual together, is very disruptive. Movement boundary defines space. But Kritchevsky and Prescott …movement is considered physical dividers can be used as well, solid or clear, high or low. to be the bedrock of all They can be made of fabric, When paths are well defined, intellectual development… wicker or lattice, or of shelving. children move quickly and easily often it is merely limited Some caregivers even create a from one activity to another. opportunities for movement small corral or “sunken theater” Ideally, paths detour around activ- to prevent toys from getting ity spaces. They go to a destina- that create many so-called scattered. tion that is clearly visible from a behavioral and learning child’s point of view. Most of all, difficulties. Often, children want to save their they don’t lead into dead space. projects so they can continue them Anita Olds Dead space often occurs when the next day. Edgington (1998) re- activity areas are placed around ports that if children are allowed Children need scope for movement. the wall, leaving open floor in the Caregivers can direct movement to follow an interest over a period center of a room. Instead of mov- of time, motivation and concen- so that it is safe and doesn’t disrupt ing through dead space, children other activities. Climb-and-slide tration improve. Clear boundaries tend to get stuck and distracted protect the work and play of chil- equipment, like a nursery gym, can in counterproductive activities. provide this movement. These units Teachers can avoid dead space are designed to suggest appropriate by placing a low activity area in activity to a child. the center of the room, causing a natural path to form around it Annemarie Arnold (1940) recom- and into other activities. mends that childcare professionals “let children follow their own inter- ests. If the whole interest of the child is captured, he will be creative.” 5
- 8. Freedom to Explore Jim Greenman (1988) points out Variety and complexity can enter- a drawback to defining areas by tain children for a long time, but If you want to do something content: “It is easy to lose sight of it is important that opportunities good for a child… give him the reality that the content exists and places are created where chil- an environment where he everywhere in many activities. dren can simply be. It is wonderful Instead of a grand conception of to have a few simple units where a can touch things as much art as both an approach to the child can play alone. as he wants. world and a manifestation of life’s Children instinctively recognize the grandeur, art becomes a narrowly Buckminster Fuller most protected, secure space in a defined set of activities in a set room. It is often the corner directly location. Science is viewed not as a Richness of experience, not opposite the entry. This is probably process of investigation …but as a the ideal place for a quiet zone, a tidy perfection, is the point selection of materials and experi- place where children can go for a ments.” The most inspiring rooms of the whole thing. bit of privacy. are organized from a perspective that encourages children to move, Cubbies and comfortable corners Katherine Whitehorn explore and experiment, not a are a child’s favorite. They find Children need to explore using housekeeping perspective that it reassuring to put their backs all their senses. It is important encourages children to sit still, be against something solid. Even to allow children to move freely quiet and not disturb the order of adults feel this way. This is why between activity centers to explore the center. many people find a hospital wait- and experiment, mix and match. ing room unnerving—it is often Children need the freedom to: Hutt et al (1989) observed a center a large, open space crisscrossed • Explore using all their senses with chairs. Activity happens where staff would not allow the activity areas to “cross-pollinate,” • Move between activity areas behind and around the chairs, unwittingly preventing the chil- • Mix or connect different making security and quiet waiting dren from making connections in activities an impossibility. Provide lots of the life-learning process. Dramatic softness in the room, promoting a play costumes want to find their Privacy sense of security. way into the kitchen corner. It’s a natural result of role-play. Allow In an ideal setting the children children to take the art materials have access to rooms where to the block area to make traffic they can withdraw from the signs for the city, or use the toy animals on the farm. main group if they wish, to play without interruption, to relax and daydream. Mark Dudek 6
- 9. Play and Sitting Surfaces Anita Olds asks if playing and or in groups of two or three. So Encourage variety: sitting surfaces are appropriate to it makes sense to have different • Small motor activities and large the activities they support. Con- props to support the different muscle play sider each area: what do children activities that books suggest. • Solitary play and cooperative do in this area? What props do Paper and crayons in the book group play they need to support this activity? corner encourage children • Open-ended play and to copy pictures or letters. prescribed activities Variety To encourage make-believe, • Sensory stimulation and islands Children’s play areas can offer you might have costumes, to of quiet a variety of occupations, and encourage singing, some musical a variety of places in which to instruments. Have a listen- do them. A bookshelf, for ex- ing center to hear books on ample, offers picture books and tape. If you want to encourage reading books, fiction and fact, collaboration, perhaps you songbooks and reference books. will have a couch instead of Some children will read the text. individual chairs. Others will look at the pictures This variety can reach all areas, or make believe they are reading, indoors and outdoors. A wide or perhaps sing from them. Still variety of activities stretches others will copy text or pictures. children’s imaginations and keeps They may do these things alone them interested.
- 10. Storage Which teacher hasn’t thought Some centers support literacy by ins, and rather consider moveable about storage? There never seems displaying books that relate to what storage shelves. This allows ma- to be enough. As one of the five is going on in the various activ- nipulation of the environment by most important attributes of ity areas, right in each area, rather teachers and children. activity areas, storage needs to than just in the book corner. With moveable furniture and equip- be considered early in the room Well-designed storage shelves ment, flexibility in room layout be- layout process, or both teachers accommodate vertical display on comes a powerful tool. Eight reasons and children will be frustrated in their backs. This supports the for this are: their use of the room. logical practice of using shelv- • Changes in enrollment Jim Greenman’s (1988) list of ing to define the boundaries of • New staff with different characteristics of good storage is activity areas, and saves precious preferences helpful. Good storage is: wall space. • Different groups with • Located close to the point of use Don’t neglect the need for personal different needs • Able to comfortably hold and storage. Children get their cubbies, • Seasonal changes distinctively display contents but teachers, too, need space they when open. can call their own. • Changes in children’s interests, educational objectives, etc. • The right size and shape for The variety of materials employed the space. • Adapting the environment to in a particular activity area needs meet behavioral needs • Aesthetically pleasing. careful consideration. Books, manipulatives, sand and water, • Letting children change their • Clear and understandable to blocks, large muscle play—each has environment to suit their play its user, whether 20 months or 20 years old. its particular characteristics which • Creating ADA-compliant spaces must be reflected in the storage by being able to move shelving • Safe methods employed there. and equipment to accommodate The mention of display above adaptive equipment deserves special attention. The Flexibility With portable screens and dividers, tops of shelving can hold children’s The ideal room is an empty shell you can create versatile, changeable sculptures, found objects, or nature filled with moveable furniture. interest areas that hold children’s exhibits, if they are deep enough Built-in features severely restrict attention. For example, expand and at the right height. This prac- flexible room arrangements and an area for a group gathering or tice conveys without words that this the opportunity for future changes instantly create a small cozy space is the children’s space, and it dem- and improvements. Avoid built- for individual work. Supply children onstrates the respect the teacher with large hollow blocks, boxes, and holds for their work. pillows so they can create spaces to suit their play. 8
- 11. Mood Is the mood of the area the reading area should be quiet The first impression children and appropriate to the function? and soft; the art area, colorful and parents gain from a center is its creative; and the dramatic play entry and reception area. Prasad Is it home-like? area, imaginative and fun. Children (2000) comments that “…clear Anita Olds take cues from the environment to but non-intimidating siting of an regulate their behavior. office or reception desk can help Empty Space people be at ease and feel that they Research and experience prove Larger numbers of children… belong.” Design plays a big part in that many hours spent in an in- need a larger proportion of this sense of welcome. In general, stitutional setting are stressful for curves are perceived as warm and empty space. The findings of children and can have a negative feminine, while straight lines are effect on their development. It is our day care study suggest hard and masculine. Obtuse angles therefore important to provide that the range of no less than are inviting and acute angles are re- homelike surroundings so that jecting. To be really welcoming, the one-third to no more than children can be relaxed, comfort- reception area should be concave one-half uncovered surface able and free to learn. Attention in shape. The whole area should to detail such as plants, area rugs, is appropriate to good be intimately scaled and child- wall hangings etc., creates a beau- organization. oriented. A fish tank can work tiful and caring atmosphere. Keep- wonders. So can natural light. ing children and staff relaxed and Kritchevsky and Prescott happy is a key factor for reducing Spaces for children need to be stress. A well-organized, homelike inviting for all. Chizea et al say, The amount of space in a room environment encourages good “All children—and all adults— and how it is organized affects behavior and positive interaction. should be able to find positive children’s behavior. A tight space images of the group of people may encourage working together but can also lead to aggression Inviting with whom they feel themselves to be identified. This includes and frustration. Reducing clutter Play has long been recog- issues of culture, ethnicity, age and installing flexible furnish- nized as the key way in and gender, and also people’s ings can maximize the use of abilities/disabilities.” each area. On the other hand, too which children come to much space in a room can cause make their own sense of Some parents will want to drop children to be restless and unfo- their often confusing world. off their children and go. Well- cused and have low interaction designed space will encourage Play provides a rich method them to stay and interact, a bridge with their peers. Using dividers to create activity areas or pockets for children to express between home and the big imper- reduces distraction and can help what they know and, most sonal world. It says: we understand teachers facilitate absorbed play. children; you can be a child here. significantly, how they feel Rooms should have a balance of about the world and their well-defined spaces for a variety of relationships. activities, suggesting a mood that reflects the task in each of these Marjorie Ouvry mini-environments. For example, 9
- 12. To make an area welcoming it Jim Greenman (1988) notes, It is a beautiful thing to see should include: “Objects lay claim to our feelings a child thoroughly absorbed • Opportunities for play because of associations and qual- ities of the objects. Wood, leather, in his play… Play brings joy, • Creative use of light, both and some natural stone and brick contentment, and detach- natural and artificial objects beckon to be touched. Ob- • Curves as opposed to straight ment from the troubles of jects made of these materials tend lines to wear with grace. The smooth- the day. And especially now- • Obtuse angles rather than ings and cracks and weathering adays, in our hectic, time- and acute ones and nicks often add character.” money-driven culture, the • Concave rather than convex Memorable centers are places of shape importance of those things wonder and enchantment. They • Opportunities to explore do not feel completely civilized for every child cannot be • Counters and interest areas at and repressed. Much loved places emphasized enough. a child’s height are frequently found outdoors. They may include trees with long Johann Christoph Arnold • Opportunities to work on bent branches, the smell of ripe the floor tomatoes, the sound of water, the feel of dew-wet grass, and Memorable the taste of a radish. The chal- A spirited place satisfies lenge for childcare practitioners is to create such child-friendly children’s souls. It possesses areas within our own indoor and a wholeness that makes the outdoor environments, to foster heart sing, the soul rejoice, places of freedom and delight where the enchantments and the body feel safe and at mysteries of childhood can be rest. It is the spirit of a place given full expression. that makes it memorable, that expands our sense of possibility and puts us in touch with what is most loving, creative, and human about ourselves. Anita Olds 10
- 13. Complexity Children need equipment with enough complexity to hold their interest for an extended time. Kritchevsky (1977) suggests that equipment can be categorized into four types: Equipment and Materials A Potential Unit is a clearly defined So far this book has considered Play places are linked to the com- space with no play materials, for ex- the layout of individual activity plexity of each unit. (See sidebar ample, an empty table. It is important areas in a room. What about the and chart.) to identify these areas and predict the actual equipment and materials kind of activities that may develop. for your room? If you bear these Stimulation (0 play places.) points in mind, it should help you Nature provides the perfect exam- A Simple Play Unit has only one through the often bewildering ple of an environment that gently obvious use, and no sub-parts or choices that must be made. stimulates all the senses in a variety additional materials. Consider a of different ways. Large areas like tricycle or a swing. Usually only one Amount-to-do the earth, the sky, and the grass are child can play with a simple play Are there enough units in your green, blue or various shades of unit, and sometimes that is just what room to keep children occupied brown. The smaller points of color is needed. (1 play place.) happily? The right balance helps are mainly primary colors. Blue, A Complex Play Unit has sub- to avoid conflicts over one unit, green, and brown are calm colors, parts or several materials that allow and lets children move quickly while red and yellow are exciting. you to improvise. A nursery gym from one play place to the next. Nature deeply satisfies our other is considered a complex play unit. Conversely, if there is only one four senses too. It is a source of in- Children may also discover that by play place per child, a child who spiration informing our children of combining two simpler units they can finishes his activity will have the environment around them. create a more exciting system. When very little choice over what he Light and reflection help bring road signs are added to the tricycle does next. this level of interest indoors, as the area, it becomes a city street. The amount-to-do formula can movement sparked by the Ital- Unit blocks are inherently open-end- help avoid conflicts (Kritchevsky ian district of Reggio Emelia has ed. When cars, trucks, farm animals, 1977). Compare layout to a game demonstrated so delightfully. Look and toy figures are added to a block of musical chairs. When “the mu- for opportunities for interplay set, the level of interest is raised, but sic stops” there should be plenty between light and shadow, like a the way in which the blocks are used of play places to choose from, rattan screen hanging in a window becomes more specific. (4 play places.) well over 1.5 per child. Divide and blowing in the breeze. Mirrors the number of play places by the stimulate beautiful play. A Super Play Unit has three or more number of children expected to play materials, for example: a home play there to help you establish corner with dolls, dishes and dramatic successful layouts. play costumes. (8 play places.) Example Number of Number of Different Number of Play Obvious Uses Sub-parts or Materials Places per Unit Potential Unit Empty Table 0 0 0 Simple Play Unit Tricycle 1 0 1 Complex Play Unit Sand & Water Table Multiple 1 or 2 4 Super Play Unit Home Corner with Multiple 3 or more 8 dolls, dishes, and costumes
- 14. About contrasts… Anita Olds (2000) suggests that variety in the following six contrasts simulate the choices nature would give a child. • In/Out: the contrast between When moving from one contrast Supportive Environment indoors and outdoors (accented to another, the change needs to A supportive environment helps by windows, porches, fences, be gradual and predictable so as children fulfill their own needs. transition areas) not to intimidate. A transition Children love to hang up their • Up/Down: varying heights of area helps alert the children that coats, turn on the light, turn floor and ceiling (steps, ramps, they are entering a new area with on taps, and open doors and lofts) different limits and possibilities. cupboards. They can do this • Light/Dark: bright areas and This link may involve a doormat, when materials are at the point dimmer corners (lattices, a doorstep, or there may be a of use and accessible. Areas in a screens, curtains, awnings, shad- porch or entryway with lockers. room can be designed to convey ows) their possibilities and limits. Consider: • Exposed/Tempered: wet and This helps children understand • Equipment what activity is appropriate in dry, hot and cold, windblown and still (porch, garden wall, • Floor surface: carpet, tile, wood that area. They can move from shrubs, shade) • Outside surface: pavement, place to place without a lot of grass, bare earth, etc. guidance. Choice of activity is • Something/Nothing: the con- • Walls, fences, windows, dividers, empowering. trast between a wall and a win- dow, empty or cluttered space screens, shelving Studies show that the (window seat, arches, alcoves, • Ceiling, roofs, trees, canopies arrangement of materials and corners) hung from ceilings equipment has an effect on • Order/Mystery: the contrast how they are used. Nash (1981) between order and chaos, observed that materials and predictability and surprise equipment stored close to each (partially concealed entrances, other were often used together. winding paths, possibilities for Teets (1985) found that when discovery) materials were displayed system- atically, children could see how the materials were categorized and made much better use of them. The arrangement of equip- ment supported learning and self-reliance without continuous teacher intervention. 12
- 15. A Quick Guide to Space Planning The fixed features of a building can constrain its partitions and shelving. Consider, too, features like interior design. Where possible, the fixed features electrical outlets, plumbing, floor surfacing, and should be kept to a minimum to allow for greater lighting, including all-important natural light from flexibility. For example, try to keep to the min- windows. Once the room is created, here is a step- imum of two doors per room and avoid built-in by-step guide on how to lay it out. Corri dor 1. Make an overall Carp et Li ne room plan. To ilets • Draw the basic shape of the room, to scale, on graph paper. • Mark in all the fixed features: windows, doors, sinks, floor surfacing. Play Yar d Corri dor 2. Mark in the flow. Carp et Li ne • Paths must have direct access to all areas and doors. To ilets • Main flow goes from the entry door to all other doors, exits, bathrooms, and storage closets, with one path going into the center of the room. 3. Locate and circle the Protected Corners. • This will help you reserve prime space for quiet activi- ties such as reading. • Farthest from the entry door. Play Yar d • No doors or flow-paths going through. 13
- 16. Corri dor 4. Divide into Wet and Dry Carp et Li ne Regions. To ilets • Wet Region: Apply the “3F” rule zon e entry to determine the wet region: flow, active zone flooring, and fixed plumbing (sinks and toilets). Wet Region • Dry Region: Should contain at least one protected corner and can be carpeted. Dry Region messy zone 5. Divide into Zones. Wet Region: zo ne quiet • Entry Zone Play Yar d • Messy Zone Dry Region: • Active Zone • Quiet Zone Don’t forget the Outdoor Zone 6. Decide what activity areas are needed and locate them in the appropriate zone. Entry/ Quiet Zone Messy Zone Active Zone Outdoors Additional Spaces Transition Zone Children’s Sleeping / Toileting or Large blocks Imaginative play Large group personal storage resting changing meeting Staff personal Reading Eating / snack Dramatic play Building & Private storage construction & semi‑private Parent sign‑in & Listening Water Housekeeping Physical activity & Staff work area & communication movement telephone Manipulatives Sand Doll play Small motor Staff project storage activity Writing Clay Miniatures Horticultural work Small blocks Painting Puppet play & Scientific and store front environmental discovery Maths Collages Music & Quiet play Woodworking movement Cooking Gross motor play Science & nature Pets 14
- 17. 1 squa re = 1 ft.square C orr idor 7. Create a space F7 56Post F 00 Bulleti Pan el [24H] H] RT A724 We l ome Cub bies8 [48H] F6 81 Tote She l [24 CA F 45 F ixed Shelf [3 2 1/16H] CK for each area. f LO Welcome Area 0B n A6 F7 56Post To il t e 7 c This space includes storage for nch Blocks A735Co rner Be 6 ch A723 We l o m Cub bies6 [48H] c e A735Co rner Ben Wall Mo unte Sink T oilets F7 56Post F7 56 Post items used in that area. It commu- d h rc A73 Co rner Bench 5 iA l ne F6 82 T o She l [24 te f H] a in P A723We l o me C bies 6 [4 c ub 8H] M h 38 rc iA nicates possibilities and limitations. F8 F756 Post in M F7 56Post 39 Wa Mo unted Sink F8 For example, a space with little F6 85T ote She f [32H] l Group Activities C362 Sin k C361 Sto ve ll C363 Refrige rat r and Mealtimes o J712 J7 12 cozy nooks communicates, “Here To il t e C2 Tab le 21 F7 29 Wing st F7 56 Po J710 is a place for quiet play.” An arch J712 D130 DollHigh Chair F6 12 F ixedShelf [1 6H] 712 C364 Cupbo ard el indo w Pa n A951 M ultTa ble i J A738 Wal Peg s 8 l J712 J710 across the entry tells you, “Leave F7 43 W A951M ultiTa ble J712 712 Dramatic J J71 8 your tricycle outside, you are L31 0 Model 2 Star t r Kit [8 7 1/16H] A951 M ultiT ble a F7 56 Po st F7 29 Wing Play Area J710 J710 J712 712 J H520 Junior Ar t Island D12 entering a protected space.” 0P u sh J 710 J710 J712 c rt a e Science/Discovery C705 Dress-U Unit p C110 Bed A627 SAND & W ERCENTER F7 54 Post F7 74 Displa It-All withClear Pa ne l ] /4H 13 ) [3 AT side F7 51 F6 86 T oteShe l [32H] f p (In 6H] ost A919 T ra p[22 1/16H] wee P 9S 54 F6 7 F7 1/ 1 F7 54Post 51 J7 t [32 18 os 0 F7 J71 P 54 y- eep Math Manipulatives F7 Sw F6 76 J7 10 Reading F7 76Lib rary Shelf [48 3 /8H] Play Corner A951 MultiTa ble 0 J80 710 Yard J F671 Cor ner S elf [16H] 710 h F613 F ixed Shelf [1 6H] J
- 18. Bibliography Arnold, A. 1940. The Place of ‘Hort’ in the Life of Hutt, S. et al. 1989. Play, Exploration and Learning: A Bruderhof Children, Bruderhof Curriculum Natural History of the Preschool, London: Routledge Arnold, E. 1976. Children’s Education in Community, Kritchevsky, S. & Prescott, E. & Walling, L. 1977. Bruderhof Curriculum Planning Environments for Young Children, Physical Arnold, J.C. 2000. Endangered: Your Child in a Space, NAEYC Hostile World, Plough Publishing House Lasenby, M. 1990. The Early Years. A Curriculum for Bates, B. 1996 ‘Like Rats in a Rage’ The Times Young Children. Outdoor Play, London: Harcourt Education Supplement, Sept 20th Brace Jovanovich Blenkin, G.M. & Whitehead, M. 1988. ‘Creating Moyles, J. 1992. Just Playing?, Open University Press a context for development’, in Blenkin, G.M. and Nash, B. 1981. ‘The effects of classroom spatial Kelly, A.V. (eds) Early Childhood Education. A organization on four- and five-year-old children’s Developmental Curriculum, 32-60. London: Paul learning’, British Journal of Educational Psychology Chapman Publishing. Olds, A. 2000. Child Care Design Guide, McGraw-Hill Chizea, C., Henderson, A. & Jones, G. Inclusion, PLA Ouvry, M. 2000. Exercising Muscles and Minds, Dudek, M. 2001. Building for Young Children, National Early Years Network National Early Years Network Prasad, S. 2000. Spaces and Places, UpStart! 03, DfEE Edgington, M. 1999. The Nursery Teacher in Action, Publications (2nd edn.) London: Paul Chapman Publishing Stone, J. 1991. A Guide to Discipline, NAEYC Edwards et al. 1993. The Hundred Languages of Chil- Teets, S.T. 1985. ‘Modifications of play behaviors of dren-The Reggio Emilia Approach to Early Childhood preschool children through manipulation of envi- Education, Norwood, NJ: Ablex. ronmental variables’, in Frost, J.L. and Sunderlin, S. Fuller, B. Letter to Children of Earth quoted in (eds) When Children Play. Proceedings of the Inter- Greenman, J. 1988. Caring Spaces, Learning Places, national Conference on Play and Play Environments, Exchange Press Inc. Wheaton, MD: Association for Childhood Education Greenman, J. 1988. Caring Spaces, Learning Places, International Exchange Press Inc. Whitehorn, K. quoted in Greenman, J. 1988. Caring Gura, P. 1992. Exploring Learning, Paul Chapman Spaces, Learning Places, Exchange Press Inc. Publishing Hutt, C. 1972. Males and Females, Harmondsworth: Penguin Education A special ‘Thank You!’ to the children, parents, and staff of the following childcare centers: Cyert Center for Early Education, Carnegie Mellon University, Pittsburgh, PA, USA Louise Child Care, Pittsburgh, PA, USA New Meadow Run Childcare Center, Farmington, PA, USA Pen Green Family Center, Corby, England Shady Lane School, Pittsburgh, PA, USA The Day School at the Children’s Institute, Pittsburgh, PA, USA Tot Spot, Montgomery, NY, USA University Child Development Center, University of Pittsburgh, Pittsburgh, PA, USA 16
- 19. Caring Spaces, Additional Resources Learning for Room Design Places: Children’s Caring Spaces, Learning Places, Environments That Greenman, J. 2005. Exchange Press, Inc. Work Child Care Design Guide, Jim Greenman, Olds, A. 2000. McGraw‑Hill 2005, Exchange Early Learning Environments That Work, Press, Inc. Isbell, R. & Exelby, B. 2001. Gryphon House, Inc A guide for directors, trainers, professors Designs for Living and Learning, and their students, architects – everyone Curtis, D. & Carter, M. 2003. Redleaf Press involved in the world of quality child care. Planning Environments for Young Children, Jim Greenman’s writings have always been Kritchevsky, S. & Prescott, E. & Walling, L. 1977. a strong voice on behalf of children and Physical Space, NAEYC their unique needs in a rapidly changing www.naeyc.org world. With this new edition of a time-test- ed volume, Greenman adds apt new insights www.nccic.org on today’s issues and addresses everything from site and building evaluation to what Free Catalog goes on in a baby’s brain. Community Playthings Catalog Fully illustrated catalog of standard play equipment and furniture for childcare centers. Child Care Design Guide Anita Rui Olds 2000. McGraw-Hill 352 pages $42 Order directly by calling Community Playthings. Helps architects understand the needs of children and design functional, devel- opmentally rich centers. Helps child care professionals understand architects’ design This publication © 2006 by Community Products, LLC. 10/06 issues. Author Anita Rui Olds brings to this work over 25 years of design experience with children’s facilities. She gives you step-by-step explanations of interior and exterior layout and design principles. Her guide includes over 300 floor plans for infant, toddler, pre- school, and after-school spaces, plus areas for outdoor play and more. For more information: 1-800-777-4244 www.CommunityPlaythings.com
- 20. Seven Steps for Room Design 1. Draw your room to scale on a grid, and include all the fixed features like doors and windows, plumbing, storage, floor surfaces. 2. Mark in the flow. 3. Locate and circle the Protected Corners. 4. Establish a Wet Region and a Dry Region. 5. Divide the room into zones: Entry Zone, Messy Zone, Active Zone, Quiet Zone. It is not the clay the potter throws 6. Decide on the appropriate activity that gives the jar its usefulness, areas for each zone, including: but the space within. • Science • Art Lao-Tzu, Chinese Philosopher • Blocks • Dramatic Play • Sensory Play • Reading • Quiet Corner • Large Muscle Play • Music Appreciation • Group Area • Staff Work Area 7. Create a space for each area, providing for ample storage and display.