Preparing the Environment
What will your child care center
look like??
Learning Targets
• I can explain the value of planned indoor &
outdoor space
• I can name the basic activity areas in a center
along with the functions of each area
• I can list criteria to consider when choosing
playroom furniture & color schemes
• I can summarize factors that affect the
organization of space in a center
• I can organize basic activity areas of the
classroom & outdoor playground
Chaos vs Structure
• In a developmentally appropriate, wellorganized environment – children grow &
learn
• Teacher is responsible for creating a
pleasing environment
• It should promote self-help & independent
behavior
• Classroom arrangement = reflects
program quality
Value of Planned Space
• Early years = crucial for cognitive
development
• Before arranging classroom – review
development objectives of program
• Attractive, well arranged classroom is
welcoming & visually pleasing
• Safety = IMPORTANT
Goals of Well-Planned Space
• Physical safe environment
• Areas that promote cognitive, emotional,
social & physical growth
• Abundance of material (choices)
• Provide adults with space easy to supervise
• Pleasing to both kids & adults
• Easy access to material
• Space with high activity & low stress where
children can work & play comfortably
What are the 7 physical spaces
of a child care center?
Physical Space
• Seven main areas:
1.
2.
3.
4.
5.
6.
7.
Entrance
Director’s Office
Isolation area
Kitchen or Kitchenette
Staff room
Bathrooms
Classrooms or playrooms
Entrance
• Attractive
• Appealing to children & adults
• Plants, children’s artwork, bulletin boards
for families
• Chairs & a sofa nice additions, if space
allows
Director’s Office
• Located just inside the center’s entrance
• School records, children’s records & public
relations material – stored
• Be used for family interviews &
conferences
• Small table for teacher meetings &
planning sessions
Isolation Area
• Most states require centers to provide a
special room or space for children who
become ill or show signs of a
communicable disease
• Room – often called isolation area, should
contain cot & a few toys
• No space – a cot in the director’s office
when needed
Kitchen
• Size depends on the amount of food
prepared daily
• Even if no meals are prepared on site,
many have a small area with a sink,
refrigerator & stove for preparing snacks
• Local health department – inspects it
• Floor – easy to clean
• Vinyl coverings & ceramic tile are
recommended for kitchen, bath & art
Staff Room
•
•
•
•
Adults need area for own use
Staff room – locked storage space
Coat rack, sofa, tables, desks
Computer, telephone, professional
journals, curriculums should be made
available
• Used for meetings with families & other
staff memebers
Bathroom
• Most states have laws
• Some states require one toilet for every 10
children
• Size of fixtures depends on size & age of
children
– 2 yrs old – 10 inches from the floor
– 5 yrs old – 13 inches from the floor
– No small fixtures – wooden step
• Safety – water heater – low setting
• Flooring – easy to clean (tile), not slippery
• Avoid waxing this area
Indoor Environment
• Classroom/play area – ground floor close to an exit
• Rectangular room – best shape for optimal
supervision
– Allow for many space arrangements
• Studies – increase in aggression that lack adequate
space
• 35 – 100 square feet per child
• At 35 sq ft - Recommended amount from National
Association for the Education of Young Children
(NAEYC)
– Not included: hallways, built-in cabinets, closets or
toilets, equipment
Bell Work
• Identify the seven main areas
• How many sq ft is recommended for each
child
• How many toilets should a daycare have
Walls
•
•
•
•
Paint – lead-free, washable
Bulletin boards
Chalk board (eye level)
Audiovisual board – serve as a bulletin
board, chalk board & movie screen
– Costly – magnetic strips
Floors & Windows
• Floors
• Windows
– Recent trend – carpet
•
•
•
•
•
•
•
Easy to maintain
Adds warmth
Provides sound cushion
Visual appeal
Comfort
Warmth
Flat, firm surface
– Minimize balance
problems
– Placed so children can
see outside
– Screens should be
installed
– All windows should
open (fire)
– Drapes/blinds –
control light
• Watch for dirty hands
– valance
Doors, Electrical Outlets, &
Temperature
• Doors
– Lightweight
– Push out to open
– Doorknobs – low
enough where kids
can reach them
• Electrical Outlets
– Safety – above
children’s reach
– Not in use – safety
caps
– No long extension
• Temperature
– Important – kids
cannot attend to or
process information in
an uncomfortable
environment
– 68 – 70 F
Acoustics
• Studies – noise affects children’s behavior
• This reason – make an effort to use
materials that reduce or eliminate noise
• Acoustic Material – used to deaden or
absorb sounds
– Carpet, drapes, pillows, bulletin boads
• If classroom is noisy – acoustic tile may be
installed on the ceiling
– 10 – 12 feet tall to reduce noise & provide
feeling of spaciousness
Furniture
• Durable, washable & stackable
• Tables & easels – adjustable
Chairs, Tables & Storage Units
• Chairs
– Proper height
– Plastic, stackable chairs
– Rocking chair (adult size)
• Tables
–
–
–
–
Hard, smooth & washable
Light enough to move
Seat 4 – 6
Rectangle – more space –
less aggression
• Storage Units
– Organized for easy
access of equipment &
supplies
– Should be arranged to
encourage children to
independently remove
& return materials
– Locks
– Match height of kids
– Sliding doors are best
Lockers & Cubbies
• Children learn responsibility
• Should be labeled (depending on the age)
• Preschool = 10 – 12 inches wide, 10 – 15
inches deep, hook for jacket
• Primary purpose – store clothing
• Cubbies – top sections of lockers used to
store finished artwork, library books,
parent letters & other valuable items
– No cubbies, containers should be provided
Lockers & Cubbies
• Should have a coat of paint or varnish
• Prevent staining from muddy boots or wet
paints
• Placed near entrance
• Save family time when picking up kids
• Class is not disrupted
• Time for cleanup due to weather
Color Choice
• Careful selection
• Cool colors
– Looks pleasant & feel spacious
– Makes a room appear larger
– Create a feeling of openness
• Warm colors
– Make a room seem smaller
– Studies show that kids prefer warm colors
until 6
Color Choices
• Amount of light will affect choice
• White is used often due to colorful
materials
Review/Quiz
•
•
•
•
•
Identify the seven main areas
Identify the minimum sq footage
Identify the toilet/child ratio.
What should each classroom have?
What are three goals when planning high
quality space?
• What color should the walls be? Why?
• What should the temp be?
• Where should everything (basically) be
placed?
Factors that affect Space
Organization
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•
•
•
•
Licensing Requirements
Program Goals
Group Size
Scale
Traffic Patterns
Organizing Basic Activity Areas
• Classrooms arranged to activity areas –
ideal learning environment
• Activity area – space of its own
• Each area – defined, but flexible –
shelving L or U shaped
• Arranged by function – wet or dry, loud or
quiet
Introduce Activity Areas
•
•
•
•
•
Where materials are
What activities
Safety & clean up rules
Routines for using & replacing materials
Labels & signs = comfort, self-directed
learners, encourage children to return
materials
Block building Area
• Sorting, grouping, comparing, arranging,
cooperating,
• Carpeted area
• Provide other items (zoo animals, farm
animals, people, traffic signs
• Low cabinets for storing
Art Area
•
•
•
•
Near water source
Space – groups or individuals
Materials – easy to maintain
Label
Dramatic Play Area
• Home living or house
Sensory Area
• Sensory table (water or sand table)
• 2-3 year old love this
Wood working areas
• Children enjoy decorating what they
created
Sleeping Area
• Most preschool children rest or nap after
lunch
• Most states – licensing rules & regulations
require rest/nap under 5
• Space – states require at least 2 ft of
space between each cot
Small Manipulative Area
• Dry, quiet area
• Puzzles, sewing cards, stringing beads,
• Small motor skills
Language Area
•
•
•
•
Quietest part of the room
Next to manipulative area
Books, magazines, paper, pens
Pillows, carpet
Music Area
• Instruments, tapes, records, CDs &
players, puppets
• Movement & dancing room
Private Space
•
•
•
•
Children can be alone
Classroom rule
Loft – unique way
Space – small, not visible to other kids, but
teacher must be able to see
Science Area
• Wet, active area
• Table, materials,
• Plants, animals
Technology Area
• Quiet, dry place
• Child sized area
Eating Area
• When space is available, provide a
separate eating area
• Cooking activities
• Easy service & cleanup
Areas for 1, 2, 3 & 4 yr old
rooms
•
•
•
•
•
•
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Block building
Art
Dramatic Play
Sensory
Sleeping – required
Small Manipulative
Language
•
•
•
•
•
•
Music
Private
Science
Technology
Eating – required
Cubbies & Lockers -
Outdoor Play Environments
• Developmentally appropriate programs
value outdoor & indoor play
• Children need to take part in both
• Classrooms – not enough room to move
• Required number of sq ft differs depending
on state
• 75 – 200 sq ft per child
• Rectangular space – most functional
• U or L shaped – more difficult to supervise
Planning the Playground
• Empty space & wheeled vehicle path
• Wheeled vehicle path – divides activity
areas of the playground
• Without it kids may bump into one another
• Empty space – located near the center of
the playground
Planning the Playground
• Equipment far enough apart so that you
cannot touch another kid on a different
piece of equipment
• All equipment – visible to teacher
• Children should not walk through one area
to get to another
• Between 1/3 & ½ of playground used for
play equipment, remainder – open space
Planning the Playground
• Fencing
– Most states requires
fencing for safety
– Two types:
• chain link
– Observe the outside
• Wood
– Be careful, kids
should not be able to
climb
• Surface
– Portion – grass
• Best for running &
organizing games
– Under equipment – for
safety loose material
(bark nuggets,
shredded bark or
sand)
• Good cushion 9 -12
inches
• Usually will pile up in
one spot – must be
raked often
Planning the Playground
• Landscaping
– Pleasant surroundings
– Science programs
– Trees – good source
of shade, beauty &
sound control
– Hills in playground –
develop large motor
skills
– Consult a landscape
architect – some
plants poisonous
• Storage Shed
– Tricycles, wagons,
scooters, shovels, etc
– Arranged so children
can return materials
themselves
– Painted lines on floor
shed for wheeled toys
Planning the Playground
• Wheeled toy paths
– Key for two reasons
• Safety
– One way traffic
pattern
• Protection of outdoor
play area
– Joined to storage
shed
– Designed with curves
instead of sharp
angles
• Stationary Equipment
– Jungle gyms, slides,
tree houses
– Set permanently in the
ground for stability
– Appeal – place large
pieces in different
corners
– Safety – spacing, age
appropriate
Planning the Playground
• Sandbox
– Children will play in it
for long periods of time
– Sunny area – sunburn
– Therefore, place in
shady area
– No shade – build a
roof
– Place near water
source – more detailed
structure
– Build cover – (cats)
• Water
– Pleasant activity
during warm weather
– Constant supervision
is necessary
– Garden hose –
sprinker
Planning the Playground
• Animal shelter
– If you have animals
– Watch for licensing
requirement
Remember
• Properly organized space if key to
promoting children’s learning
• Space should reflect children’s
developmental needs, interests &
experiences as well as program goals.