Head Start Design Guide

A Guide for Building a Head Start FacilityUS Department of Health and Human ServicesAdministration for Children and Families Administration on Children, Youth and Families Head Start Bureau
HEAD START DESIGN GUIDE A Guide for Building a Head Start Facility

Head Start Design Guide

A Guide for Building a Head Start Facility

®
red under Contract No. 233-02-0002 of the Head Start

 Children, Youth and Families, Administration for

S. Department of Health and Human Services, by the

ng and Technical Assistance Resource Center, 1000

rlington, VA 22209.

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ontents

n to the Guide 3

45

Documents and Web Sites 6

on 8

oals, Administration and Policy 11

oals and Objectives 12

13

14

nagement 15

 Children in the Center 17

18

19

tion 20

sonnel 20

21

arly Head Start—Infants 22arly Head Start—Young Toddlers 24arly Head Start—Older Toddlers 25

ead Start—Pre-School Children 26

Chapter 4: Head Start Centers and Use of Space 29

4.1 Design Implications of Program Standards 30

4.1.1 Interactions Among Staff and Children 304.1.2 Facilities and Learning 304.1.3 Staff-Parent Interaction 314.1.4 Skilled Staff and Center Design 314.1.5 Administration and Space 324.1.6 Staffing and Classroom Space 324.1.7 Physical Environment 334.1.8 Health and Safety 344.1.9 Nutrition and Meal Service 344.1.10 Record Storage 34

4.2 Head Start Program Performance 

Standards on Space 35

4.3 Additional Requirements 35

Head Start Design Guide 2005 iii
pace and Location 37

or Center Location 38

tion and Renovation Terms 38

pace Requirements 39

ental Quality 40

41

 and Access 42

reservation 43

 Children 43 Adults 44

gn 47

 for Site Design 48

Context 48

 Circulation 49

Entry Approach 49Parking 49Service 50Security 51

 for Play Space Design 51

6.4 General Design Concepts 53

6.4.1 Location 546.4.2 Separation 546.4.3 Transitional Areas 546.4.4 Porches and Decks 546.4.5 Shade 546.4.6 Circulation 556.4.7 Site Furniture 556.4.8 Storage 56

6.5 Types of Outdoor Play Spaces 56

6.5.1 Sand and Water 566.5.2 Dramatic Play 566.5.3 Large Motor Play 57

6.6 Play Yards for Different Age Groups 58

6.6.1 Infant Outdoor Play Areas 586.6.2 Toddler Outdoor Play Areas 586.6.3 Head Start Outdoor Play Areas 59

6.7 Specific Site Technical Criteria 60

6.7.1 Fences and Enclosures 606.7.2 Plant Materials 616.7.3 Dimensions and Clearances 626.7.4 Shading 636.7.5 Play Yard Surfaces 636.7.6 Resilient Surfaces 636.7.7 Hard Surfaces 656.7.8 Grasses/Turf Surfaces 65

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ace Design 67

ormation 68

ntry and Circulation 68

taff Areas 68

Classrooms 68Common Areas 68

ervice Areas 69

ntrance and Circulation 69xterior Transition Spaces 70

estibule 70

eception 70

Main Circulation 71

taff Spaces 72

Director’s Office 73

arent/Teacher Conference Room 73

taff Lounge 73taff Lavatory 74

Central Resource Storage 74

ncepts for Classroom Design 75

Classroom Areas 75Classroom Location 78Classroom Size 78

eparation of Spaces 78

7.3 Scale 80Table 7.3 — PHYSICAL DIMENSIONS OF CHILDREN 807.4 Architectural Form 817.5 Classroom Component Areas 84

7.5.1 Classroom Entrances 847.5.2 Cubby Storage Area 847.5.3 Infant and Young Toddler Cubbies 847.5.4 Older Toddler and Head Start

Children’s Cubbies 85

7.5.5 Open Activity Area 857.5.6 Activity Area for Infants 867.5.7 Activity Area for Toddlers 877.5.8 Activity Area for Head Start Children 88

7.6 Lofts and Platforms 88

7.6.1 Infant Lofts and Platforms 887.6.2 Toddler and Pre-School Children’s 

Lofts and Platforms 89

Head Start Design Guide 2005 v
eas 90

Art Sinks 90

Toilets and Sinks 91Diapering Station and Storage Areas 93

Sleeping and Napping Areas 94

Nursing and Lactation Areas 94

Food Preparation 95

Eating/Table Area 95Child-Accessible Display 96

Classroom and Teacher Storage 96

Teacher Storage 97Multi-Purpose and 

Motor Activity Spaces 97

Sick Bay 98Service Spaces 98

Kitchen 98

Laundry 100Janitor’s Closet 101Service Entrance 101

cal/Electrical Telephone Equipment 102

eatures to Avoid 102

Chapter 8: Furnishings and Equipment 105

8.1 General Criteria 106

8.1.1 Storage 1078.1.2 Flammability Codes and Standards 1078.1.3 Upholstered Furniture 1078.1.4 Chemicals 1078.1.5 Safety 1088.1.6 Storage Units 1088.1.7 Seating 1088.1.8 Tables and Chairs 1088.1.9 Countertops 108

8.2 Playground Equipment 109

Chapter 9: Interior Finishes 111

9.1 General Requirements 1129.2 Color and Texture 114

9.2.1 Use of Color 1149.2.2 Use of Texture 115

9.3 Types of Finish Materials 115

9.3.1 Wall Finishes 1159.3.2 Floor Finishes 116

9.4 Ceilings 118

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Criteria 121

tion, Safety and 

ntal Issues 122

Compliance 122

National Codes and Standards 122

Means of Egress 122

124

y 125

servation 126

126

Control of Exterior Noise 126Modulating Interior Noise 

Generated within the Space 127

Controlling the Transfer of Noise 

nside the Space 127

Controlling the Transfer of Sound 

o Adjoining Areas 128

Doors, and Hardware 128

Windows 128

tandards for Safety Glass 129

Doors 130Door Hardware 130Mounting 130

131

10.8 Heating/Ventilation and Air Conditioning 132

10.8.1 Temperature and Humidity Levels 13210.8.2 Ventiliation 13210.8.3 Heating and Cooling Safety Issues 133

10.9 Lighting 133Table 10.9— LIGHTING REQUIREMENTS 13210.10 Electrical 135

10.10.1 Electrical Safety Issues 13510.10.2 Electrical Requirements 136

10.11 Lead-Based Paint 13610.12 Lead in Water 13710.13 Asbestos 13710.14 Radon 13810.15 Off-Gassing 13810.16 CO2 Monitoring 138

Head Start Design Guide 2005 vii
lity 139

rt Centers and Sustainable Design 143

art Bureau Central Office and 

onal Offices 146

nglish Conversions 150

rt Program Performance Standards 

n and Space Use 152

ndard 1304.21(a) (5) (i) (5) 152ndard 1304.22(e) (6) 152ndard 1304.53(a) (1) (a) 152ndard 1304.53(a) (2) 153ndard 1304.53(a) (3) 153ndard 1304.53(a) (4) 153ndard 1304.53(a) (5) 153ndard 1304.53(a) (6) 154ndard 1304.53(a) (7) 154ndard 1304.53(a) (8) 154ndard 1304.53(a) (9) 154ndard 1304.53(a) (10) 155ndard 1304.53(a) (10) (i) 155ndard 1304.53(a) (10) (ii) 155ndard 1304.53(a) (10) (iii) 156ndard 1304.53(a) (10) (iv) 156

Performance Standard 1304.53(a) (10) (v) 156Performance Standard 1304.53(a) (10) (vi) 156Performance Standard 1304.53(a) (10) (vii) 157Performance Standard 1304.53(a) (10) (viii) 157Performance Standard 1304.53(a) (10) (ix) 157Performance Standard 1304.53(a) (10) (x) 158Performance Standard 1304.53(a) (10) (xi) 158Performance Standard 1304.53(a) (10) (xii) 158Performance Standard 1304.53(a) (10) (xiii) 158Performance Standard 1304.53(a) (10) (xiv) 159Performance Standard 1304.53(a) (10) (xv) 159Performance Standard 1304.53(a) (10) (xvi) 160Performance Standard 1304.53(a) (10) (xvii) 160Performance Standard 1304.53(b) (1) 160Performance Standard 1304.53(b) (1) (i) 160Performance Standard 1304.53(b) (1) (ii) 160Performance Standard 1304.53(b) (1) (iii) 160Performance Standard 1304.53(b) (1) (iv) 161Performance Standard 1304.53(b) (1) (v) 161Performance Standard 1304.53(b) (1) (vi) 161Performance Standard 1304.53(b) (1) (vii) 161

Appendix F: Terms Used in Construction and 

Renovation Projects 162

uide 2005
 Plants 185

LANTS 186

TY PLANTS 187

LANTS 188

NTS BY COMMON NAME ONLY 189

Y COMMON NAME ONLY 189

ds and Their Environment 190

 Head Start Terms 192

201

Head Start Design Guide 2005 ix
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Chapter 1

Introduction to the GuideThis chapter describes the purpose of the Head Start CenterDesign Guide, its organization, intended audiences, how the information may be applied to Head Start centers,and other useful references. The Guide also contains ahelpful glossary of Head Start terms, included in Appendix I.

Head Start Design Guide 2005 3
ign Guide (hereafter referred to as the Guide in this

ested guidelines for planning and designing

re federally funded but locally owned or man

, throughout this Guide the term Head Start

rt and Early Head Start programs, agencies,

antees. 

e is to encourage careful design of centers that are

entally appropriate, beautiful, environmentally

 A child may be in a center up to 12,500 hours, if

art as an infant and remains until entering kinder

children spend many hours at Head Start centers,

 important to their sense of well-being.

 are intended for use both in developing new

r renovating existing centers. To support design

dgment, the Guide explains both design guide

r the guidelines. The Guide also includes the

s and finishes for Head Start centers and desirable

res.

ated that the design effort must allow for, and be

es in space attributes for children and adults, as

space usage by children in different age groups.

r specific design aspects, information about the

characteristics and activities of children is included in the text. Specificmaximum or minimum guidelines are stated, when appropriate. The Guide

also provides a discussion of issues that affect design. The recommendations in the Guide are intended to establish optimal design and 

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ractice. However, there may be situations when rec

sign elements cannot be adopted. These concerns

design professional during the planning and design

1.2 Users This Guide is intended to be the source of basic architectural informationfor all individuals involved in the design of Head Start centers. Individualsseeking detailed information on Head Start practices, center operations, orgeneral Head Start building standards should refer to the Head StartPerformance Standards, 45 CFR 1304, et. seq. Specific users of the Guide will include the following:• Architects and Engineers (A/E’s) who provide design services under

the direction of the Head Start grantee. These individuals should usethe Guide for pre-design planning or to assess the extent of improvements required in an existing center in order to achieve the standards

established herein.

• Head Start Bureau staff, who use the guide for reference and offer

guidance to the Regional Offices and grantees.

• Head Start center Property Managers, who maintain the centers and

improve existing ones to meet the benchmarks set in the Guide. In

addition, the Head Start center managers will use it for guidance inthe repair and replacement of existing conditions and equipment. 

• The Head Start design team, including parents, teachers, administrators, staff and others.• Head Start grantees and agencies planning to contract with private

sector architectural firms to establish new centers or renovate existing ones.

• Head Start Regional Office staff, who will use the guide to help

Head Start Design Guide 2005 5

Chapter One
ion of best practices to the center plans 

mbers, including program managers, agency

cial officers, center directors, facility managers,

d with facility design and management who may

pecially when they contract with private architec

sh new centers or renovate existing ones. 

ents, boards, Policy Councils, and others

art space may want to use the Guide as 

1.3 Applicable Documents and Web SitesA Web site that may be useful was developed by the Department of theArmy to include their facilities standardization program for child development centers. The address ishttp://www.ccb.org/docs/UFC/4_740_14.pdf.Other Web sites and facility information may be linked through the Head StartBureau’s Web site www.acf.dhhs.gov/programs/hsb.Current editions of documents that users may reference may be obtained bycontacting the Head Start Publications Management Center(www.hsinfo.org), the Facilities Referral and Information System(http://www.hsnrc.org), or the Head Start Bureau (www.acf.dhhs.gov/programs/hsb). They include the latest edition of the following documents:• The Head Start Act, as amended, 42 USC 9801, et. seq.• The Head Start Facilities Manual, Head Start Bureau, Administration

on Children and Families. This manual contains thirteen assessmentworksheets for Head Start and Early Head Start grantees to use whenpreparing budgets, planning preventive and routine maintenance of classrooms and playgrounds, purchasing furniture, ensuring safety,and other matters. 

• The Head Start Program Performance Standards, 45 CFR 1304, et. seq.

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ook Survey, Health Resources and Services

 of Engineering Services, February 2000.

Disabilities Education Act (IDEA), P.L.105-17.

abilitation Act of 1973, as amended.

sibility Standards (UFAS), Federal Standard

Administration.

lities Act (ADA), and the Americans with

ctural Guidelines (ADAAG), Department of

ttorney General.

and Procedures of the National Academy of

ams, National Association for the Education of

YC).

ropriate Practice in Early Childhood Programs

 Birth to Age Eight, National Association for the

hildren (NAEYC).

are available from the source:

ng Water, EPA 570/89-001.

ments for the individual states where Head Start

layground Safety, U.S. Consumer Product

PSC).

terior’s Standards for Rehabilitation and

itating Historic Buildings, U.S. National Park

• Fire Safety Retrofitting in Historic Buildings, August 1989, Advisory

Council on Historic Preservation and the General ServicesAdministration.

• Lead-Based Paint Interim Guidelines for Hazard Identification and

Abatement in Public and Indian Housing, September 1990,Department of Housing and Urban Development (HUD).

• Radon in Water Sampling Manual (EPA/EERF-Manual-78-1),

Environmental Protection Agency.

• The Environmental Resource Guide, with Supplements, the American

Institute of Architects, 1996.

• Building Security Assessment provided by the regional Federal

Protective Service (FPS).

• Leadership in Energy and Environmental Design (LEED) Green

Building Rating System, Version 2.0, US Green Building Council,March 2000. Including draft version for Renovation, March 2002.www.usgbc.org.

• Leadership in Energy and Environmental Design (LEED) Reference

Guide, Version 2.0, US Green Building Council, August 2000.

• The Environmental Protection Agency’s “Comprehensive Procurement

Guidelines,” which addresses requirements for use of recycled materials in government procurement.

Head Start Design Guide 2005 7

Chapter One
on

escriptions of each chapter.

on to the Guide

e purpose of the Guide, its organization, the

 the information may be applied to Head Start

references. 

oals, Administration, and Policy

 Head Start Bureau’s goals and objectives for center

 persons and processes involved in planning and

estate management policies affecting center devel

ith which design and operations must comply. 

d Children in the Center

e adults and children who will use the center and

It also includes a discussion on basic develop

es for each age group, and how these needs and

n of the center.

t Centers and Use of Space

 the Head Start Program Performance Standards

d use of space, including child group sizes and

Chapter 5: Planning Space and LocationThe chapter contains general criteria to be used when selecting a centerlocation and for planning and programming the space requirements.Chapter 6: Site DesignThis chapter provides concepts and criteria for site design and design of play yards. It describes the general types of outdoor areas, therelationships of these areas to other outdoor and indoor spaces, anddetailed criteria for fences, dimensions, and surfaces for these spaces.Chapter 7: Interior Space DesignThe chapter provides concepts and criteria for the design of the interiorspaces of a Head Start center. Area categories include entry and circulationareas, staff rooms, classrooms, common, and service areas. Chapter 8: Furnishings and EquipmentThis chapter includes general criteria regarding furnishings and equipmentfor centers and includes references to applicable codes and regulations.Chapter 9: Interior FinishesThe chapter provides a consolidated discussion of finishes required inHead Start centers, establishes the baseline finishes for walls, floors andceilings, and discusses acceptable options.

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Criteria

nical criteria for fire protection, security, and

sign of electrical, plumbing, lighting, heating

ghout the center. This chapter also covers testing

ssibility standards. 

mation on Sustainable Design and the

ngs of Head Start Central and Regional Offices. 

tional technical information on metric

mation on the Head Start Program Performance

Appendix F provides terms used for construction and/or renovationprojects.Appendix G provides listings of high, medium, low, and non-toxic plantsso designers can make judgments about appropriate plantings in thevicinity of Head Start centers. Appendix H provides information on the playgrounds and playgroundproducts that reduce environmental impact. Appendix I provides a glossary of commonly used terms in the Head Startand early childhood education communities.

Head Start Design Guide 2005 9

Chapter One
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Chapter 2 

Mission, Goals, Administration and PolicyThis chapter describes the Head Start Bureau’s goals andobjectives for center design and operation, the persons and processes involved in planning and designing thecenter, real estate management policies affecting centerdevelopment, and standards with which design andoperations must comply.

Head Start Design Guide 2005 11
oals and Objectives

Head Start programs is to offer the community 

y child care services and programs in locally

es. The Head Start center design must meet the

arents, classroom personnel, service personnel,

es, HSB recommends that planners take the

hildren by creating environments that allow staff

on nurturing and caring for children. The design

res that encourage strong, positive relationships

ildren.

nt that comfortably accommodates the needs of

ct and retain highly qualified people.

re pleasing and will enhance the involvement of

dren’s caregivers in the center.

ures, climate, and regional preferences in design

nd consider the goals of parents, the sponsoring

rning board of directors.

onment that attests to Head Start’s high level 

oviding appropriate, well-planned and beautiful

ldren of the community. The appearance 

gement of the center should enhance the 

• Design “through the eyes of a child” with sensitivity to children’s

scale. Consider how the children will use the space, what they will seefrom their perspective, and what kind of experience they will have inthe environment.

• Provide an intriguing environment with features and literal “themes”

that reflect the community and its culture. For example, tribal Head 

Start programs mayprovide languageactivities, legends,and dance activities, use traditionalsymbols for theirwall decorations, oruse traditional colors, songs, andmusic during their“circle” activities.

• Size the classroom 

to accommodate recommended group sizes and 

adult-to-child ratios. The design should use space efficiently andincorporate features such as strategically situated storage.

• Provide durable and cost effective materials and design details.

Designers should consider the intense use a center receives and shouldbe particularly sensitive to the life cycle cost of materials. 

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hild-oriented envi

rolled facility. The

 the design should be

cal institutional set

d “feel like home” for

2.2 ProcessThrough experience with design and construction, the Head Start Bureauhas learned that grantee or delegate involvement during initial planning atthe beginning of the design process is a valuable investment that canensure an excellent and cost effective result. 

Head Start Design Guide 2005 13

Chapter Two
The process starts with planning and pre-design

stages and continues through the designconcept. The early stages of design, leading up to the concept, form the foundation forfunctional design.

A well-designed center requires an array offunctional and aesthetic requirements in arelatively small space and must satisfy a widerange of customers. Therefore, the designprocess for new construction or major centerrenovation/ expansions should begin with ahigh level of communication.To accommodate this need, the Head StartBureau recommends that projects start with a“design workshop.” The design workshop alsocan be associated with a partnering session,which can be highly effective in clarifying rolesand responsibilities. For example, the partnering session can result in a written charter

 commit themselves to taking clearly defined

2.3 StandardsBest practice suggests that Head Start center design comply with thefollowing guidelines:• Uniform Federal Accessibility Standards (UFAS) and Americans with

Disabilities Act (ADA). The design must accommodate children andadults with disabilities. (Refer to Accessibility Standards in Appendix A.)

• Historic Preservation Act. Modification of historic buildings or buildings deemed eligible for the National Register of Historic Places must

follow specific guidelines. The guidelines affect a structure with thefollowing characteristics:• At least fifty years old (or will be when the renovation is

completed).

• Deemed to be exemplary of a particular style.• Historically significant in terms of events related to the building.• Comprehensive Procurement Guideline (CPG), US EPA, Office of

Solid Waste and Emergency Response. Through this document,EPA designates items that must contain recycled content whenpurchased by federal, state, and local agencies, or by governmentcontractors using appropriated federal funds. Under E.O. 13101EPA is required to update the CPG every 2 years.

• The Energy Policy Act of 1992. The center design should minimize

energy use. It should use the life-cycle costing methodology inestimating and comparing investment decisions involving capitaland operating costs. Mechanical systems and introduction of

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verhangs to diminish energy use, are examples

ions.

 must comply with state and local licensing reg

ther applicable standards. 

should be discussions about including sustain

e design during the initial stages of the project.

2.4 Center ManagementThe Head Start Bureau does not directly operate Head Start centers.Instead, each Head Start program is responsible for the day-to-day management and operation of the center. In addition, a Policy Council is established for the purpose of providinginformation to parents and other community members and engaging themin the operation of the center. The Policy Council can be a valuableresource for comments on center design.Appendix C includes contact information for the Administration onChildren, Youth and Families’ Head Start Bureau and Regional Offices.

Head Start Design Guide 2005 15

Chapter Two
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Chapter 3 

Adults and Children in the CenterWhen designing a Head Start center, it is important toaccommodate the needs of children, parents, teachers,visitors, administrators, and service personnel. Thischapter describes how and why adults and children useHead Start centers and the needs of each group. 

The center environment should be comfortable,

nurturing, and allow adults to care for children in settingsdesigned primarily for use by children. Metric/Englishconversions are included in Appendix D. The activities ofgroups of children categorized by age are included in thechapter for design purposes.

Head Start Design Guide 2005 17
esign should provide a setting that supports a

rs and serves the needs of the children and their

spond to these needs by addressing the following:

arrangements for drop-off and pickup.

orridors for people pushing strollers and buggies

n aid).

etin board.

ts.

ace for parents to meet and talk to other parents

odate several children and adults who wish to

tance removing outer garments.

ents and teachers to conference.

r space to store formula and food.

 and caregivers to visit the center while drop

ending time with them in classrooms, on the

king them up. Parents and caregivers also may

eat lunch at the center with the children, meet with teachers andstaff, socialize with other adults, and participate in center activities,organizations, and programs. Some adults enjoy the center because it offers friendly human contact that may not be available in theirwork environment .

• Parents who bring children to Head Start may accompany them to the

classroom and help the children remove and store outdoor clothing.They may bring infants in strollers. They also may leave messages forteachers and receive messages from them, usually at one locationdesigned specifically for that purpose. They may linger to spend timewith the child or to talk to the teacher before departing. The entry,reception, and classroom cubby areas should provide a social settingfor the parents, without disrupting the flow of activity in the classrooms. Nursing mothers who visit the center to feed their infants needa private, quiet area for that purpose.

• Information may be posted for the parents on a bulletin board, which

typically will be located along the entrance path. 

• Finally, parents and other adult caregivers are encouraged to participate in volunteer activities at the center, such as serving on committees

or boards, participating in fund-raising activities, assisting with fieldtrips, and offering classroom assistance. Center design should offerspace for their involvement and for meetings between adults withstorage for their belongings.

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rvise children. In a Head Start program, they

lopmental activities through a curriculum

riculum activities occur in classrooms, play

aces, and on excursions outside the center. 

r children while at the center. They greet them

vers when they arrive. Teachers prepare cur

ects for children and confer with parents and

m prepare, teachers need time away from their

h doubles as a workroom, can meet this need.

te storage areas, not only for curriculum materi

o secure their personal possessions. The teacher

equires focus on the children. Because highly

red, designing a center can be challenging. The

eds of teachers for organized space by providing

ung storage (above children’s level but also

ossibility of adults striking their heads)

possibility of items inadvertently falling on

ets for equipment such as audio devices. (There

tape storage.) Locations should comply with

g agencies. 

g the center so that 

the location ofoutlets is convenient to elevatedelectronicequipment. 

• Conveniently

located, accessibleadult toilet(s),complying withADAAG.

• Convenient

storage forteachers’ outergarments andlocked space tostore personal belongings.

• A comfortable and private place to confer with parents.• A resource room for orderly visible storage of teaching materials and

equipment.

• A comfortable lounge that teachers can use for breaks, lunches, and to

prepare teaching plans and materials.

• Adequate shelving or counter space for teachers to display teaching

materials.

• An area for displaying children’s art projects at their eye level.

Head Start Design Guide 2005 19

Chapter Three
tion

eferred to as director, center director, executive

or, or site supervisor is responsible for managing

the center, supervising the teaching staff, andcommunicating with parents, boards of directorsand the ACF regional offices. In small centers,the administrator also may assume a teachingrole for part of the day. In large centers, thedirector usually will have a secretary or assistantto help with the administrative workload. 

dministrator may be met by providing 

those approaching and entering the facility.

sonal belongings.

for a desk, an office chair, at least two visitor

, space for equipment (unless it is placed else

ersonal computer, printer, copier and fax machine.

cluding the administrator, should be consulted

eir input about workflow, filing, and equipment

ll assist designers in making informed judgments

quests. 

3.4 Service PersonnelCenters require food, laundry, janitorial service, delivery, waste and refuseremoval, and general maintenance services. The design must providespace and controlled access for those performing these services. Some centers use catered food services while others have an in-housepreparation kitchen with heavy-duty equipment and a cooking staff.Infants and toddlers generally use disposable diapers provided by parents.All soiled diapers are to be contained and processed separately from otherwaste and linens. Facilities should provide space for these tasks. The needs of the service personnel can be expedited by the following:

• Adequate locked space in a well-located

closet for cleaning materials.

• Space for easy supply delivery.• Facilities that are efficiently designed for

waste disposal.

• Spaces and containers that accommodate

recycling.

• Adequate counter space and efficient kitchen arrangements that support

easy transit of food to classrooms or other places designed for eating.

• Adequate refrigerator space.

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compartment sinks, gooseneck faucets with

d disposals in kitchens.

uilding design features that are easy to clean

eaning materials.

ection from the potential health and indoor air

ning and maintenance activities. 

3.5 ChildrenHead Start and Early Head Start children whoare in center based programs may spend up to ofnine hours or more per day at the center. Formost of their day, children remain at the facility.There are occasions when the children leave thecenter on field trips with teachers and center volunteers. Best practice suggests the center promote a child’s optimal development by providing safe, interesting, and appropriate environments thatallow the children to engage in developmentally appropriate activities. Children’s needs often correspond to their ages. Although each childdevelops according to his or her unique pattern, children can be characterized as belonging to general age categories of development,. Each agegroup has a different set of needs. To meet these needs, the space designedfor each age group will have different characteristics. 

Head Start Design Guide 2005 21

Chapter Three
groupings will be referenced throughout the

ctual age ranges of groups overlap. In some cen

uped in mixed-age classrooms. 

ants (birth to 18 months)

dlers (18 to 36 months)

ps:

ddlers (18 to 24 months)

ers (24 to 36 months)

l age children (3 to 5

tart—Infants 

uld be warm and nur

y, the classroom envi

opportunities for

 throughout the day.

will be comprised of no

ared for by two teach

d Start centers, infants

room by their parents

Storage is an important consideration in the infant area. Clothing andsupplies, usually carried in a diaper bag, are stored in each infant’scubby. Diapers and wipes are stored in separate compartments andwithin easy reach at the diapering area. Strollers or tote bags are storedon pegs or rods in storage areas. Formula and breast milk are kept

refrigerated and clearly marked with the nameof the infant and date.Spaces designed for infants are used for avariety of activities. Sleeping areas should beseparate from areas of greater activity. Each

infant will have a unique sleeping schedule. As they mature, their sleep needs decreasefrom the frequent naps of young infancy to a few naps at regular times during the day.Besides sleeping, infants will be playing, eating, cuddling, and nursing. Since most infants have not begun toilet training, frequent diaper changes are needed. Ateacher with an infant at the diaper-changingtable needs to maintain visibility of all otherinfants. The design and location of changingtables should enable visible connection betweenteachers and other infants. 

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nishings and equipment in the infant room

he infant’s activities. The design must allow

 the infants at any given time and to quickly

e need arises. Infants must be able to see the

the security of a teacher’s presence.

nfant’s diet progresses from nursing and bottle

nger foods. Eating is nurturing for the infant

s or bottle fed by another adult. Teachers may

ods at around 5-6 months. At around 9 months,

 chairs, begin to feed themselves and drink

n be messy, since infants are exploring, and

floor surfaces should accommodate this. Later,at or near 12 months of age, infants eat at low,round tables. At that point, the dining atmosphere changes from a quiet, intimate environment to an active, social event, and it is important to provide adequate easy-to-clean space forthis activity.Developmentally appropriate activities forinfants include interaction with teachers, children, and other infants; experiencing the environment through all the senses; and physicalmovement through space. Infants need a safe,stimulating environment where they can

explore, absorb, and organize information about their world. They exercisemuscles by crawling and climbing on soft surfaces and over slight levelchanges. They also can pull to standing and practice walking by using lowgrab bars. Stimulating toys and learning materials that can be manipulated and help infants learn about objects and increase development of motorcoordination. Toys should be on low, open shelving where the infant cansee and grasp them. In rooms with high ceilings, mobiles hung from theceiling should be at least 6.6 feet above the floor. 

Head Start Design Guide 2005 23

Chapter Three
fer a series of intriguing attractions for crawling

rticularly at eye level (12 to 18 inches above the

 including toys, should aid the 

pment by including objects teachers can name

e crawling and starting to walk, require outdoor

and move about the safe world of the infant play

 their outdoor play yard under the supervision of

 should be apart from, but usually in view of, the

ts in their exploration of the world by taking

he building and outdoors. Infants, riding in

er strollers, benefit from both social interaction

on these excursions. Therefore, hallways and 

igned to accommodate the strollers.

the quality of care that teachers provide to 

away from the main area of circulation) with a

that can be easily cleaned. The area should be

– 18 inches) padded bumper, which is built-in to

a and provides adult seating near the infants.

or level change.

• Visibility of the exterior of the gross motor area at infants’ eye-level.• Cribs that can be observed easily by teachers.• Cribs located under soft, preferably dimmer-controlled lighting.• Toys easily accessible to infants on open shelving.• Continuous impervious flooring in the feeding area.It is essential that the A/E verify dimensions and indicate the location(using dotted lines) of all major equipment on the architectural plans, particularly cribs and components of the feeding area. This will ensure theproper fit of equipment and adequate clearances above and between items. 

3.5.2 Early Head Start—Young ToddlersThe toddler classroom hums with activity as toddlers quickly movethrough their space. They are usually anxious to be involved in all the activities available to them. This environment is stimulating andoffers the child a safe, warm, and nurturing place to spend the day. This

group typically includes 2 teachers and 8young toddlers.At the beginning of the day, toddlers arrive atthe classroom with their parents, who mayassist them in removing their outdoor clothingand in storing items in cubbies. Young toddlersusually will have diaper bags to store in their

cubbies and supplies to be placed at the diapering area. 

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Toddlers are in the process of gaining independence, and are advancing in their feeding, toilet

ng, and dressing skills. Furnishings and equipment should be scaled for this age group to

encourage growth toward independence. Younger toddlers nap often and need a crib in a

ons take place in the classroom with the

aled tables for snacks and lunch. They can feed

stance. Young toddlers need diapering areas as

cilities.

rt—Older Toddlers

periencing their environment and developing

ey take part in active play. They are mastering

 to develop running, jumping, and climbing

hould provide stimulating opportunities for

heeled toys, climbing in and out of play

vement through space to view and select from 

beginning to walk and climb up and down

once each day. Adequate space for storage if

 of design phase planning.

unches or toys from home in satchels or backpacks that can be used to carry papers and artwork home at the end of the day. These items may be stored in cubbies or in the classroom on hooks. Toddlers tend to move about very quickly, often in groups rather than individually, and the design must allow for this group activity. Features, such as wide access to lofts and generous, clear pathways that avoid sharp corners, should be provided. These pathways should accommodate multi- passenger strollers. Toddlers thrive on exploration and creativity; enjoying fantasy activities, playing with props, and making choices. Manipulative toys, blocks, pic- tures, puzzles, music, and other materials should be located on low, open shelving where the toddler can see and reach them easily. Teachers in the toddler classroom assist and interact with the toddler, encour- aging the development of greater independence. Though space should be scaled to a child’s size, the classroom design also must permit teacher access to all spaces. Experience has shown that a diaper-changing table should be provided in older toddler classrooms to help teachers of toddlers not yet toilet trained. The space also should contain a child-scaled toilet. While toddlers are beginning to develop, they need easy visual

Head Start Design Guide 2005 25

Chapter Three
r security and comfort. One highly recommended

 feature is a simple series of three to four low ris

in) that several toddlers at a time can occupy. This

es excellent seating for adults while they interact

en reading them a story, for example. 

y their teachers will spend time in their outdoor

e apart from but not visually or acoustically

es for older children. The outdoor space offers

ctivities, such as cruising, climbing, and manipu

erials such as sand and water. Toddlers may take

tiple-purpose area. 

rs, may go on excursions for more exploration and

s may walk hand-in-hand with their teachers. 

—Pre-School Children

 children are expanding their vocabulary, devel

ng small and large muscle coordination, and

learning complexcognitive/socialskills. This groupmay consist of asmany as 18 to 20 children (with a teacher,an aide and a parentvolunteer) busilypursuing all recommended activitiesavailable for their agegroup. Their environment should be safe,durable, and interesting without being over-stimulating. The children arrive at the classroom with their parents or caregivers or onthe school bus. After storing their outdoor clothing and personal items, theybegin their day. The Head Start classroom should include large, bright, unrestricted spaces, as well as intimate, quiet areas outfitted with soft materials.Head Start children usually need a nap or quiet time. This normally occursin the classroom on cots or mats that are stored appropriately when not inuse. The design and sizes of classrooms to accommodate stored items suchas cots and mats should be carefully considered.

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Children at this age are actively exploring their

nvironment; exercising large muscles by running, jumping, galloping, riding wheeled toys,

nd engaging in dramatic play. Because they

have become more independent, the children

end to initiate their own activity by accessing

ppropriate materials and are interested in dis

her activities for this age group include music,

y, and storytelling. Children are involved in art

 simple food preparation, elementary math,

nd gardening.

The ideal Head Start classroom will include large architecturally unrestrictedavailable space that teachers and children can divide into smaller learningenvironments. The number of children in the group and the type of activitiesin which they are involved will affect the requirements of this space. Head Start children will enjoy time in an outdoor play space and in a

multiple-purposespace. They willparticipate in many of the same activitiesin the play space asthey pursue in theclassroom. Children also go onfield trips outside thecenter, either walkingwith their teachers orusing transport.

Head Start Design Guide 2005 27

Chapter Three
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Chapter 4 

Head Start Centers and Use of SpaceThis chapter summarizes the Head Start ProgramPerformance Standards relevant to the design and use ofspace including child group sizes and staff-child ratios.Should a conflict arise between Head Start standards andother applicable codes and regulations, those deemed mostrestrictive will apply. Refer to Appendix E for a

comprehensive listing of relevant standards and guidanceon design and space use.

Head Start Design Guide 2005 29
plications of 

tandards

s criteria are stated in ten broad categories, each

itations of the minimum goals and discussion of

ations follow. The design criteria in the Guide

 the Head Start standards. 

4.1.1 Interactions Among Staff and ChildrenGOAL: Proper organization of the space ensures that the full programof activities can be accomplished. Successful programs take place withhigh-quality interactions between children and staff. Refer to 45 CFR§1304.53(a). Successful design allows teachers and children to interact verbally and nonverbally in large and small groups. Classroom space should not be crowdedwith material and equipment that is used occasionally such as cots andmats. Ideally, classroom size should be sufficient so that this equipment canbe stored out of sight. Classrooms should include low tables, several interestareas, and space for teachers to communicate individually with children. Ifthere is adequate space, tables and counters that put children face-to-facecan encourage social interaction. All rooms should have comfortable seating for adults. The design shouldinclude chairs and may include hammocks and built-in benches. Windowseats can be particularly inviting for adult-child interaction. Space for glider chairs can be included in infant rooms to offer soothing motion forinfants and comfortable seating for teachers and visiting parents. Thedesign of the glider chairs should prevent fingers from being trapped inmoving parts.4.1.2 Facilities and LearningGOAL: The physical environment and facilities must be conducive tolearning and reflect the different stages of development of each child.

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g, accessible, comfortable and safe for all chil

disabilities, ensures their full participation in

Head Start. Best practice indicatesthat classrooms shouldhave sufficient space,equipment, and storage to support a developmentally appropriate curriculum.Classrooms must beconfigured to allow circulation to each areawhile minimizing disturbances to other children engaged in an

 is vital for ease of circulation and supervision.

d-accessible displays of curriculum materials,

ing at the child’s height or on movable, open,

he design should support a balance of the follow

• Large and small motor activity• Child and staff initiated activityBest practice includes unencumbered wall space at the child’s level thatpromotes interesting room arrangements and displays. There also is a needfor flexible space and easily changeable furniture arrangements.

4.1.3 Staff-Parent InteractionGOAL: Parents must be invited to become actively involved in thedevelopment of the program and in the approach to child developmentand education. Refer to 45 CFR § 1304.21 (a) (2). Best practice indicates that the center should provide adequate areas forprivate consultation between teachers and parents. A reception area forcheck-in and check-out is advisable. Space in the classroom should beadequate to accommodate parent visits. Bulletin boards for parent noticesare worthwhile. 4.1.4 Skilled Staff and Center DesignGOAL: Head Start programs must comply with section 648A of theHead Start Act and any subsequent amendments regarding the qualifications of classroom teachers. Refer to 45 CFR §1306.21. The quality of a center’s design can play an important role in attracting andretaining skilled staff who spend so much of their time in classrooms. A propHead Start Design Guide 2005 31

Chapter Four
mprove staff attitude, reduce stress, and ease the

It also can integrate appropriate acoustical treat

tive and quiet areas to reduce noise levels. 

ssroom, strategic arrangment of the diapering areas

se other children and makes the staff’s job easier. 

ht to make performing teachers’ tasks easier.

 be adequate for staff training sessions and regu

arate lounge can provide staff members with a

uld include ample storage space for resources,

 storage space.

on and Space

s administered in accordance with the Head Start

andards and addresses the needs of children, par

or’s office space should facilitate frequent contact

s, and staff. Space should be available for parent

kspace, and file storage to support administrative

d be arranged to ensure available storage and

ced conveniently.

4.1.6 Staffing and Classroom SpaceGOAL: Staffing is in accordance with the Head Start ProgramPerformance Standards to meet the needs of children and promote theirphysical, social, emotional, and cognitive development. Refer to 45 CFR§1306.32 (a)(1-12)Classrooms size must allow for an optimal supervision ratio between staffand children. Head Start Performance Standards establish the permissiblestaff-child ratios and group sizes:PREDOMINANT AGE OF CHILDREN IN THE CLASSAges Class Size4 and 5 year olds Program average of 17-20 children enrolled per 

class. No more than 20 children enrolled in any class

4 and 5 year olds Program average of 15-17 children enrolled per class.in double session No more than 17 children enrolled in any class.3 year olds Program average of 15-17 children enrolled per class. 

No more than 17 children enrolled in any class.

3 year olds in Program average of 13-15 children enrolled per classdouble session in these classes. No more than 15 children enrolled

in any class.

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staffed by a teacher and an aide or two teachers

nteer. For Head Start, a maximum staff-to-child

s of fewer than 20 children; Early Head Start

r, EHS group sizes are limited to 8 children.

st comply with local licensing and zoning regu

onment 

legate agencies must provide appropriate space

s. Refer to 45 CFR

a)(10) and 45 CFR

not only supports the

nter and affects the

 of children, but also

d sense of well-being

ant functional

 way caregivers react

ave a positive effect on

to their environment. 

ntriguing, rich, and

 is not over-stimulat

al and tactile experience, incorporating natural

ble. Best practice indicates that the center must

have sufficient activity space, storage, and curriculum materials for all children including those with disabilities. Both outdoor and indoor space mustbe provided for activities featuring quiet and active play areas. 

4.1.8 Health and SafetyGOAL: A safety inspection must be conducted to ensure that each facility’s space, light, ventilation, heat, and other physical elements are consistent with the health, safety, and developmental needs of children. Refer to45 CFR §1304.53 (a) (10).

The center’s design must comply with therequirements of the Head Start ProgramPerformance Standards. The center also mustcomply with state and local codes and theirapplicable standards. The center design shouldfacilitate both teacher supervision and ease ofmaintenance. Design details should take intoaccount the fact that centers must be cleaned frequently. Properly designed, well-located toiletand hand-washing facilities are essential.Lockable storage should be provided for allcleaning materials in each classroom, kitchen,and laundry area.

Head Start Design Guide 2005 33

Chapter Four
consultations with local fire officials to deter

rill practices and procedures. 

d Meal Service

elegate agencies must ensure that nutritional

ettings contribute to the development and social

en. Refer to 45 CFR §1304.23.

ndicates that special accommodations should be

ng and nursing. 

4.1.10 Record StorageGOAL: Grantee and delegate agencies must establish and maintain efficient and effective record-keeping systems to provide accurate and timelyinformation regarding children, families, and staff. They must ensureappropriate confidentiality of this information. Refer to 45 CFR §1304.51(g). Space should be supplied for filing and storing records, observations, casestudies, and other reports.

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rogram Performance Standards 

erformance Standards, 45 CFR § 1304, et seq.,

nts for the use of space, physical environment,

nce, repair, safety and security, fireproofing,

ning, ventilation, equipment, and sewage. Refer

4.3 Additional RequirementsIn addition to complying with Head Start Program PerformanceStandards, Head Start centers must comply with the licensing and zoningrequirements of the state or jurisdiction in which they are located. Whenthere is conflict between Head Start and state, tribal, and/or local criteria,the most stringent requirements apply. Licensing requirements vary among states and jurisdictions and areconstantly being updated and modified. The user should review therequirements of the specific state, tribal, and local jurisdictions early in the design process.

Head Start Design Guide 2005 35

Chapter Four
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Chapter 5

Planning Space and LocationThis chapter contains general criteria to be used whenselecting a center location and planning and programmingthe space requirements. 

The center is subject to state licensing requirements.

The designer, architect, engineer, and user must reviewthese requirements during the initial phases of design toavoid redesign. When the requirements of the Head StartProgram Performance Standards and state and localrequirements differ, the standards deemed more restrictiveshall apply. 

Head Start Design Guide 2005 37
r Center Location

Start center is critical to a child’s safety, well

e. Best practice indicates that location requirements can be grouped according to the following

broad facility categories of mandatory andrecommended criteria: available useable space,environment, safety, security, and accessibility.For further technical information on thesecategories, refer to Chapter 10 of this document. 

5.2 Construction and Renovation Terms

See APPENDIX F:TERMS USED FORCONSTRUCTIONAND RENOVATION PROJECTS

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e Requirements 

tart Performance Standards, 45 CFR

centers must have at least 35 square feet of

ace per child. This footage is exclusive of bath

ooms, halls, kitchen, staff rooms, and storage

places. (It should be noted that this is a minimum standard.)Exterior: The Head Start PerformanceStandards, 45 CFR 1304.53(a)(5), provide that

here must be at least

75 square feet of

per child. 

ould be divided, with

no dimension less

m size not less than

0 percent of the out

xposed to sunlight at

rs of operation.

e outdoor play spaceebos, umbrellas or

ring. When play

iteria, the center should provide access to

alternate play areas for developing large-muscle skills. This alternate areamay include, but is not limited to, an open courtyard or an outdoorspace, such as a nearby public park, if permitted by state, tribal, and locallicensing requirements.In areas of the country with particularly rainy weather (for instance, theNorthwest), it is desirable to provide covered areas, such as generousporches, for exterior play. Interior multipurpose space is particularlyvaluable in areas of the country with inclement winter weather but itshould not be considered a substitute for exterior play space.

See Chapter 6, Section 6.2.2, for a full discussionof parking requirements.

Head Start Design Guide 2005 39

Chapter Five
ntal Quality

n important feature of nurturing and quality envi

n. Natural light should be the primary source of

aces in Head Start centers. Total natural lighting

gners should face classroom space south, if possi

benefit from the light throughout the day. Absence

 light sources.

sign requires that classrooms have window space

ot less than 8 percent of the floor area. 

annot substitute for the quality of natural light, if

artificial lighting is needed, it should include a variety of fixture andlighting types with high color rendition. See Chapter 10 for artificiallight requirements. 

• Classroom and facility designers should use natural lighting from at

least two directions. Window seats also are effective in maximizing theeffects of natural light.

• Design for good indoor air quality uses low- or non-toxic finishes (see 

Chapter 9), acceptable ventilation levels, and careful system design (see Section 10.8.2 in Chapter 10). 

• Studies suggest that indoor plants may

improve indoor air quality by filteringpollutants from the air. Indoor plants alsocreate a more “home-like” atmosphere andmay positively affect the behavior and wellbeing of both adults and children.

• The center should not be located near noisy 

areas, such as major highways, street intersections, railroad lines, or under airport flight paths. If proximity to high levels of noise is unavoidable, acoustical control measures are necessary, as discussed in

Chapter 10, Section 10.5.

• Maximum acceptable noise levels depend on the area around the

center and whether or not the sound is continuous or intermittent.Children and infants are particularly sensitive to unexpected or inter

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 Chapter 10, Section 10.5 for guidelines on max

 levels.

be exposed to fumes or dust from industrial

s, furnace and incinerator exhaust, mists from

r similar pollutants. Avoid placing centers near 

exhausts from food processing and waste handling operations, loading docks, or similar sources of unpleasant odors. 

 Ideally, the site should have desirable natural

features, such as trees, south-facing slopes,and views of natural or man-made vistas.

 The selected location should allow outdoor 

play yard orientation appropriate for local

 should comply with area limitations, mixed-use

uction requirements in state, tribal, or local

able standards.

tion should provide direct at-grade exit with 

ans of egress from each floor if the center is

ocated away from hazardous conditions or sites.

nants from hazardous materials such as lead and

ng the playground, should be certified as free of

ore design begins. 

eet criteria to prevent exposure to Legionella

• The location must allow for the safe arrival and departure of children.• The location must be free of hazards, including fountains, wells, open

pools, unprotected ledges, drop-offs and cliffs, and dangerous equipment. Play areas must not have open drainage ditches or openings tostorm sewer systems.

• The location must be free of rodents, hazardous insects, vermin, and

toxic plants. 

• The center should have operable windows that allow ventilation.

Awning and hopper windows below head level on the exterior or interior of the building should not be used. 

• Consider proposed major future construction projects within the

building and adjacent to the site. If possible, avoid these locationsbecause of extended disruptive high noise levels and poor air quality. 

5.5 SecurityBest Practice:• The location must meet requirements established by state and local

building and licensing codes.

• The center location must be readily identifiable and accessible to 

emergency response personnel. 

• The location must allow for secure exits 

and entrances. Normally, movement should be restricted through one securedmain entrance and perhaps an additionalsecured service entry for kitchen and otherbulk supply deliveries. 

Head Start Design Guide 2005 41

Chapter Five
isibility of entry points from inside the center.

hould be a defensible space with a secure perime

cess.

5.6 Approach and AccessBest Practice:• If possible, the center location should be within walking distance of

public transportation. Bicyclists and persons using mass transit

need safe approaches to the buildingwhich do not endanger child or adultpedestrians.

• The center’s layout must accommodate

adults with disabilities. The center mustcomply with the UFAS (Uniform FederalAccessibility Standards) and ADA(Americans with Disabilities Act). Wherethere is real or apparent conflict, the centermust comply with the more stringent of thetwo standards.

• The play yard should be directly accessible

from the building or as close to it as practical. If the site cannot support a play yard,consider using a public or a private parkwithin walking distance.

• The center should not be close to busy streets and intersections.

Otherwise, the designer should devise mitigation measures, such asbollards, to lessen the effect of congestion and to increase safety, especially at playgrounds near busy intersections. Intersections wheretraffic is heavy require particular attention.

• The center location should provide ease of short-term, drop-off

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d buses as children arrive and depart. Sufficient

aces are needed for parents. This parking should

r as possible.

uld have direct access to the play yard.

ervation

ter in a National Historic Building must take

ric preservation. If located in a historic building,

 changes in the building must be in compliance

gulations in close coordination with the 

Office (SHPO) or tribal organization. Play 

l consideration in assessing the effect of the

5.8 Space for ChildrenClassroomsA classroom is the area that contains each group of children and theirteacher(s). Classrooms may be separated by full partitions or full (floor toceiling) walls or non-permanent barriers that allow controlled visual oracoustical connections to other groups. However, best practice indicatesthat at least one interior viewing panel at children’s height should be located both adjacent to corridors and between classrooms, where possible. Theclassrooms themselves should be as open as possible allowing for supervision and the accumulation of natural light. Classrooms should be flexibleenough to adjust to variable demographics and to allow program adjustments to serve a fluctuating demand for Head Start services. Adequatespace is necessary for storing children’s and teachers’ personal items, curriculum materials, supplies, and equipment. Common SpacesSpaces shared by more than one group are included in this category. Thedesigner should be aware that the children spend long hours of the dayaway from their own homes and the center becomes their home away from

home. A common area that feels like the core ofthe center is an excellent organizing concept thatwill dispel an institutional feeling, especially if it is developed as a friendly environment. This may simply be an area of circulation thatprovides a stopping place and allows socialinteraction. However, it should not be the 

Head Start Design Guide 2005 43

Chapter Five
culation through the

proved to be an unde

y consist of one or more

urpose areas, large

ting/gathering areas,

 required to meet local

extensions of the class

f the same opportuni

nd wagons. Spending

s undoubtedly the

dren. Therefore, to the

he design should

s to the play spaces.

5.9 Space for AdultsParent SpacesSpaces within the center that are used by parentsinclude the entry, reception/living room area,conference room, and the classroom (for observing, visiting, conferring with teachers, and feeding infants). Parents should have direct access toa lavatory. A lactation area, preferably near thenap area, should be provided to offer privacy fornursing mothers. This need not be an enclosedroom or even a partitioned area.Staff SpacesSpaces designed for use by teachers and directors may include the resource room, the classroom and play spaces, the entry and receptionareas, offices, conference and lounge, resourcestorage, and adult lavatories.Service SpacesSpaces allocated for service and support to thecenter include the kitchen and food storage,laundry, janitor’s closet, and the electrical/mechanical and telephone equipment room.

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Circulation

This term applies to

he space dedicated o major pathwayshat connect all the

nterior spaces.

Head Start Design Guide 2005 45

Chapter Five
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Chapter 6

Site DesignThis chapter provides concepts and criteria for site and playyard design. It identifies the general types of outdoor areasrequired, discusses the relationships of the outdoor andindoor spaces, and provides detailed criteria for fences,dimensions, and surfaces for these spaces.

Head Start Design Guide 2005 47
or Site Design

n for Head Start centers must be integrated into

site to include the movement of vehicles and

ry and service points, and constructed or land

orches, decks, fences, and shrubs. The site should

principles and should include specific details on

ndscape forms, aesthetics, construction, plant

ge, and amenities. 

d selection, the soil should be tested for dangerous

d and PCBs. After development, the site should

y under the direction of the environmental safety

s not become contaminated, especially by lead.

rtant in urban areas or where there are large num

arby industrial facilities. Any old structure locat

ould be checked for lead or other hazards.

site design relating to Head Start centers include:

n

6.1.1 ContextThe designer should consider the building in the context of the existingsite and should design to enhance that site. Examples of context and exterior design include culturally sensitive art and play activities, colors and textures that reflect regional and community orientation, and games that promote and reflect nationality. 

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rculation

es, parking, service, and security are 

h

g children and par

er.

at exit doors to ensure

open without obstruc

 be arranged so that a

child and adult may exit a vehicle from the pedestrian side and proceeddirectly to the center without crossing in front of traffic, or in front of orbehind vehicles. Ideally, the center entrance should be separate from both the mainentrances to the building and from the service area entrances. 

6.2.2 ParkingShort-term parking should be provided for adults bringing children to the center. Most often, parents or caregivers bring their children into the center to“sign in” and later “sign out.” Parking spaces are needed to allow time foradults and caregivers who drop off children to have brief conversationswith teachers. Short-term parking for the center should be separated from other tenantparking and located as close to the center as possible. The arrangementshould minimize the risk to pedestrians and allow vehicles to move safely. Parking should be located away from busy intersections or vehicle circulation routes. The parking arrangement should never forcechildren or persons in wheelchairs to move behind parked cars. Walkways in front of vehicles must be protected by tire guards, bollards,or other means to prevent any portion of a vehicle from advancing into the walkway. 

Head Start Design Guide 2005 49

Chapter Six
e, typically for the center director’s use but also

d be provided as near to the center entrance as

king space in front of the center is desirable for

iveries.

line of sight should be provided between the inte

’s office through the center entrance and into the

s should be as close to the center as possible for

ety. This is particularly important in winter

months when staff members may leave the center after dark. Staff parking should be providedfor 80 percent of employees at peak capacity. Asin any other work place, staff may choose totravel to work using a variety of means. Featuresto assist those choosing to commute via bicycle,public transportation or carpool should beprovided to serve at least 5 percent of the adults

These features may include secure bicycle parking,

metro stops, and designated preferred parking

paces for staff vans as well as for vans for the

ible parking spaces must be wide. Parking for

 disabled should be located close to the center

6.2.3 ServiceCenters that occupy part of an existing building may make use of thatbuilding’s dock space and service access or provide its own serviceaccess (although a completely separate dock may not be necessary). In astand-alone center, service access will be important, but a dock may notbe necessary.The service access for sanitation removal and for food and supply deliveryshould be separate from short-term and staff parking. Likewise, a sanitationdumpster should have private access away from parking and play spaces. The ventilation system design should ensure that emissions from vehicles atthe service entry cannot permeate the indoor air of the Head Start center. 

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s a prime area of concern in establishing a site.

d from public areas by buffer zones and 

barriers such as fences or screensparticularly in high-security-riskareas. Buffer zonescan be created with open turf areas or with rows 

of trees, perimeter hedges, berms, or any combination of these elements. Buffer zones are useful because they offer the

enter staff the opportunity to observe individu

ls as they approach the center. In addition, they

help shield children from unwanted wind, noise,

center location and local conditions may

s and screens to block the view of the exterior.

to enhance the relationship of the center to its

their residents.

6.3 Concepts for Play Space DesignThe activity spaces in play yards are largely determined by the outdoorplay space’s architectural landscape features. Individual play spaces

should provide for a range of developmentallyappropriate activities for social, emotional, intellectual, and physical development. All playspaces should be designed according to theguidelines in the most recent edition of theHandbook for Public Playground Safety by theConsumer Product Safety Commission.

Best practice indicates that outdoor play spacesshould serve as extensions of classroom spaces, especially where a temperate climateallows children and staff to move easily in and out of the exterior space. To the greatestextent possible, outdoor play spaces should be integrated into the overall design of the 

center. Separate play spaces are necessary for Head Start and Early Head Start.

Head Start Design Guide 2005 51

Chapter Six
arate play space for infants and toddlers. Even

eparation, individual play areas can be developed

wing age classifications

ages 3-5)

iate play space, spaces should be developed to

h of the following activities:

imbing and playing on toys with wheels)

torage should be directly accessible from play

consider installing walk-off mats at every entry

to the building, especially for the Early Head

Additional information on play spaces and play equipment may beobtained from any of the following sources:• US Product Safety Commission, Child Care Center Design Guide• The latest ASTM F1487-01-F15.29 Standard Consumer Safety

Performance Specifications for Playground Equipment for Public Use

• The latest ASTM F1292-99 Standard Specification for Impact

Attenuation of Surface Systems under and around playgroundequipment

• The latest ASTM F1951-99 Standard Specification for the determination

of accessibility of surface systems under and around playgroundequipment

• The latest ASTM F2049-00 Guide for Fences/Barriers for Public,

Commercial and Multi-Family Residential Use Outdoor Play Areas

• American Society for Testing and Materials (ASTM)

100 Bar Harbour DriveWest Conshohocken, PA 19428-2959(610) 832-9585, Fax: (610) 832-9555

• 36 CFR Part 1191 The Americans with Disabilities Act (ADA)• Architectural and Barrier Compliance - latest of all applicable Sections• Architectural and Transportation Barriers Compliance Board

1331 F Street, NW., suite 1000Washington, DC 20004-1111(202) 272-5434 extension 139 (voice); (202) 272-5449 (TTY)

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sibility Guidelines (UFAS) for General Services

/ufas/ufas-html/ufas.htm

 Public Health Association Academy of

ur Children/Out of Home Head Start 

 Pediatrics. Injury Control for Children and

American Academy of Pediatrics, 1987 

n and Publication Center, Toll Free: 866-763-6481

6.4 General Design ConceptsAreas within the play space should be zoned by activity type, age group,and landscape character. Play areas for infants and toddlers must bephysically separated from play areas for older children but should retainsome visual connection. Fencing without sharp edges is to be used to separate the play areas. It shouldend 3.3 feet above theground and should besimilar in appearanceto the perimeter fenceor wall. The tops offencing and spacingof pickets must present no hazard to children or adults. Spacing between pickets shouldbe no more than 3.5 inches. Tops of fence pickets should be flat and end at the top horizontal rail to protect againstpunctures. Horizontal elements that can beused as ladders should not be included in thedesign of the fence. Walls adjacent to playgrounds should not be accessible for climbing. 

Head Start Design Guide 2005 53

Chapter Six
play yard should be placed near elements that

nce by both children and teachers as they move

play spaces. Entrance points, transition and stag

s, seating areas, overhead structures, trees, gath

ay structures may all function as points of refer

n play spaces.

rs, screens, structures, play equipment, plantings, landscape

forms, grade changes,and open buffer areas may definespecific play spaces.Separation of playspaces should be subtle, allowing somevisual, audible, orphysical connections.A 3-ft. evergreenshrub or picket fence with rounded

or separating infant/toddler play yards from

6.4.3 Transitional AreasLinkage of interior and exterior spaces with transitional areas, such as decks or open vestibules is appropriate and allows for blending 

these environments.They also may function as a point ofdeparture or stagingarea for play yardexcursions. 

6.4.4 Porches and DecksPorches are desirable outdoor play areas where weather is problematic.Porches and decks can be used for shade to avoid heat, sun, and rain. Inareas with moderate year-round temperatures, porches and decks can beused throughout the year. Porches provide the nurturing environment and serve as a transition to natural elements. They are substantially less expensive than interior,conditioned, or finished space. If west-facing glass is required, a connected covered porch at least 7 feet wide will significantly reduce the air conditioning load in the classroom and the center.6.4.5 ShadeApproximately half of the play space should be shaded, and the other halfof the play space should be exposed to direct sunlight. Levels of exposeddirect sunlight may be measured at noon on the Summer Solstice 

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olar declension Web site is a useful resource:

itecture/mbs/tools/vrsolar/index.html

aces should allow movement throughout the

athways and routes suitable for wheeled toys

ulation pathway 60 inches wide at a minimum

ent that ties the play yard together. These path

gh to accommodate movement of wheeled vehi

ess movement is restricted to one direction).

e a minimum of two access points, one from

should allow for retrieval of play equipment. The design should accommodate the movement of maintenance equipment into the play yard and allow an emergency exit. All access pointsshould be controlled and readily visible for security purposes. The design of the playground should accommodate the movement of disabled children and adults through the play yard.

6.4.7 Site FurnitureIt is advisable to provide child seating in a shaded area of the play space withviews of other areas. Children should be able to talk with each other or theirteachers in a relaxed fashion or enjoy a story group. Tables and chairs, abench, or a picnic table will allow children and visiting parents to eat theirlunches or snacks or to occupy themselves with drawing and other activities. Easels for open-air painting are desirable and can improve the appearance of centers. There should be adequate approach and fall zones forequipment and furniture, as prescribed by the current edition ofHandbook for Public Playground Safety, issued by the ConsumerProduct Safety Commission.Wood treated with pentachlorophenol or creosote should not be used onthe site. 

Head Start Design Guide 2005 55

Chapter Six
ners should be uniquely marked and easily

eir use. Storage bins provide an opportunity 

for children to learnorganization andcooperation skills and acquire a senseof responsibility by learning to return toys and tools to the correctstorage areas.There should bevisibility andventilation intostorage areas. Exteriorstorage should have

 exterior but can be released from inside.

utdoor Play Spaces

ater

d water play allow children to pretend and to proj

 elements. Sand and water play should be accessi

ge their imaginations, play, and social skills.

Sand and water tables should have play surfaces at children’s height allowing them to dipout a portion of sand or water onto a stablesurface. It is valuable to allow play space andstorage for props such as spoons, shovels, pails,plastic toys, containers, and buckets, as these

add to the quality of play experiences. It is wise to provide a hose connection for waterplay and for filling wading pools that is accessible. It also is desirable to emphasize the source ofthe water in the design, since it is such an important part of the play yard.

In particularly warm areas, there will be a need for a child-scaled drinking fountain on the playground. This should be discussed during thedesign phase.

6.5.2 Dramatic PlayChildren often use many different areas of the play yard as stage settingsfor dramatic play. Good design will offer many opportunities for childrento engage in role-playing and make-believe activities. Playhouse structures should have seating, adequate play areas, and storage for a wide variety of props, such as boards, scrap lumber, dress-upclothes, cooking utensils, tarpaulins, banners, signs, and other items that

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atic play. The dramatic play area should be adja

hs and parking areas for wheeled toys. Level

e quality of dramatic play. 

lay

Large motor play areas support the physicaldevelopment of children. These areas offeropportunities for climbing and riding wheeled

oys, as well as running, jumping, sliding, 

nd balancing. Fixed equipment, such as super

tructure play pieces and slides, encourage

hildren to explore the limits of their physical

abilities by offeringvarying levels ofdifficulty andchallenge. Berms that create small hillsprovide challenges,and are cost effective

additions. They also provide visual interest and can help add a connection to nature.The degree of difficulty, challenge, or risk must be obvious to childreninvolved in any given activity. Hidden or unforeseen risks are dangerousand can result in injuriesSmall berms and hills, large rocks, stumps, trees and bushes not only

provide settings and obstacles for children toclimb over, jump on, dodge around, or hidebehind but also present challenges. Playingwith wheeled toys, such as tricycles and wagons, helps develop coordination and physicalstrength. The large space required for theseactivities and the boisterous character of thisplay dictate that this area be established away

from more quiet areas. Local licensing authorities should be consulted asearly as possible in order to avoid design misinterpretations. Play areas should be made accessible to children with disabilities. Theproposed rules are quite complex, and the designer should consult withplayground equipment manufacturers and refer to the Web site:www.access-board.gov/

Head Start Design Guide 2005 57

Chapter Six
nment that allows gross motor activity, move the

pment. The following elements have been found

e settings:

e burns when they become hot.

es make observation difficult and can allow one

 the enclosed tunnel to fall on top of another at

can result in injuries when one child unexpectedly

king toys with very heavy animal seats 

here are acceptable, lighter weight rocking 

re swings.

for Different Age Groups

oor Play Areas

ire special design considerations. Best practice indi

for infants should be near toddler play areas, providing visual and audible connections but limited

physical contact. Ideally, infant play areas shouldbe exposed to the natural environment, thoughshielded from wind or sun.Infant play area surfaces should consist of soft,resilient materials that protect crawling children

and provide a comfortable surface on which they can sit. Soft surfacesmay have different textures and colors that indicate changes in activitiesand challenges. Developmentally appropriate challenges should be contained withinboundaries or behind slight barriers. These challenges could take the formof crawling spaces with slight inclines, low, easy-to-cross barriers or berms,pull-up bars, and low platforms and slides. There should be a surface hardenough to allow the use of wheeled and push toys.

6.6.2 Toddler Outdoor Play AreasToddlers should have play areas for walking, jumping, climbing, running,

drawing, painting,block play, group play,sorting, and exploring.The play environmentshould allow for awide range of movement and stimulate thesenses through a variety of novel challenges.Simple climbing equipment is more appropriate for toddlers thanscaled-down versionsof older children’s play

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emi-enclosed spaces, such as small playhouses or

y also enjoy small slides. Toddlers seek out experi

ovement. 

reas should be surrounded by a resilient sur

and materials (including sand and dirt, pave

as) should be provided so the toddlers can play

cts. There should be a hard surface area and

 sand is a major resource for toddler play. All

ater-permeable covers to deter rodents and

tdoor Play Areas

hildren should

tive, and creative

sand and water 

ture. Head Start

discuss, negotiate,

tic play. Running,

inging are often part

a large, open-ended

ny activities lending to

dramatic play. The center site should have elements such as playhouses,stages, and props to encourage dramatic play and should be positionedwithin the play area to allow dramatic play to spill out and flow into otherspaces. Facilities for play with sand and water should be included andplaced adjacent to one another allowing these activities to overlap.Pathways for wheeled toys provide circulation and allow activities toflow through the play areas. Safety helmets should be required on hardsurfaces. Circulation surfaces in play yards should be suitable for wheelchair use.Materials for creative play, such as musical devices, painting materials,

chalkboards, construction materials, and blocks,should be included. A covered porch is an ideallocation for painting and drawing. Generally, the best large muscle activities ingroup care settings occur when children aremoving, not the equipment. Though tire swings are appropriate, standard swings are too problematic.

Head Start Design Guide 2005 59

Chapter Six
e Technical Criteria

Enclosures

ld guide the play yard design:

nclosed with a fence or shrubs to define play

supervision, and provide security and protection

ndividuals. Since fence design and shrubs are

he center, they should be attractive elements.

 discouraged; however, if used, it should be dark

t green). Exposed galvanized wire is not appro

an institutional look. The fence can have no sharp

 accessible to children. Note: A/E to reference

and environmental conditions. 

• Spaces between fence pickets should be between 3.4 and 9 inches wide

to prevent children’s heads from becoming trapped. There should beno openings between 0.3 inch and 1 inch wide. Refer to the mostrecent edition of the Handbook for Public Playground Safety of theConsumer Product Safety Commission (CPSC).

• A 6-foot-high fence should enclose the play yard. Also acceptable is a

shorter fence with plantings or landscape features that are positionedso that an adult can not reach over the fence.

• When the play yard is adjacent to hazardous areas such as busy roadways or a high-security-risk neighborhood, an 8-foot-high fence is recommended. Views from the play yard should be screened by either

plants or other suitable alternatives. 

• The fence bottom should be no higher than 3 inches above the ground.

Exposed fence bottoms should have a smooth finish.

• Wood fences should have a smooth finish, be splinter-free and

guaranteed to be non-toxic.

• Gates should be self-closing and latching. Children’s fingers should be

protected from pinching or being crushed on gate hinges. Ideally, eachplay yard should have a vehicle gate as a service entrance.

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• Fences may be

used for protection from the 

elements and to control sunlight 

and wind exposure.

oth caps and no finials or sharp picket tops.

iscourage climbing and the fence must be able

cific force applied horizontally.

uld not use horizontal rails except for the cap

mbing.

uld not project outward since that could 

with low hanging limbs if they allow for climb

the fenced area. In no case should limbs project

 ground.

6.7.2 Plant MaterialsAll plant materials must be non-toxic. SeeAppendix G for a listing of common toxic andnon-toxic plant material. The local agriculturalExtension Service can provide detailed information on toxic or poisonous plants in the localarea. Common plant hazards include berries,thorns, and plants with toxic leaves, stems, roots,or flowers.It is advisable to design planting and irrigationsystems to eliminate using potable water.Instead, maximize the use of native vegetation, which haslower maintenancerequirements thanintroduced species.Avoid the use ofchemical fertilizersand pesticides. Use locally acquiredcomposted materialsfor fertilizing andpractice integratedpest management to

Head Start Design Guide 2005 61

Chapter Six
control pests using the

least toxic methodsfeasible. Use alternate,less toxic termiteprevention systemsrather than chemicalsoil treatment forwood-framed buildings. Where soiltreatment is determined to be necessary,use less toxic chemicals than chlorpyrifos

rrently being phased out by the EPA.

dvice about plant materials:

d to introduce nature to the play yard

re is enlivened by the color, texture, sound, and

rials.

 growth is beneficial to children.

hange with the seasons are desirable. Visual barri

de and wind protection can be created using plant

tead of man-made structures.

d be used to define interesting play areas.

6.7.3 Dimensions and ClearancesBest practice indicates that centers should be designed with the followingguidelines in mind:• Main entrance pathways should be 6 to 8 feet wide. All pathways

must provide adequate clearance as prescribed by the UFAS and ADAstandards. Pathway slopes should be no greater than 1:20 and shouldinclude handrails. 

• Platforms, stairs, handrails on stairs, guardrails, and protective barriers on platforms should comply with requirements in the latest edition

of the Handbook for Public Playground Safety of the CPSC. The height ofplatforms and the age group using the platform will determine when a guardrail or protective barrier is required. Guardrails may be usedon platforms at lower heights, while protective barriers should beprovided on higher platforms.

• Handrails should be provided to accommodate the intended age

group including adults on all stairs. For children, heights will rangebetween 20 and 36 inches above the leading edge of the tread. In certain instances, it may be necessary to have dual railings mounted atdifferent heights.

• Guardrails should be provided for infants and toddlers on all platforms higher than 12 inches above adjacent surfaces. Guardrails must

be provided for Head Start-age children on all platforms greater than20 inches above adjacent surfaces. The top of the guardrail must be 30inches above the platform. The guardrail should not have openingsbetween 3.4 and 9 inches to avoid the possibility of head entrapment.

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enings in the fence between 0.3 and 1 inch wide

pments.

uld be provided for all children on all platforms

ove adjacent surfaces. The protective barrier

ove the platform with no openings larger than 3

al footholds.

ight for infants is 18 inches above the adjacentight for toddlers is 36 inches above the adjacent

eight for Head Start children is 4.5 feet above 

l.

CPSC and local licensing criteria. Typically, a minimum 6-foot radiusis required. The criteria for resilient surfaces are discussed below.

• There should be a 6-foot radius clear approach zone to all play equipment not including the fall zone. No tricycle path should run through

a fall zone. 

6.7.4 ShadingAt least half of the play yard should be exposed to sunlight during themorning and afternoon hours when it is in use. The degree of shade depends on local climatic conditions. Shade areas,including porches, gazebos, and other structures, should provide aminimum shaded area of 6 feet in all directions. Shade may be providedby trees, exterior screened rooms, park shelters and structures, awnings,and umbrellas.6.7.5 Play Yard SurfacesA variety of ground surface texture is required on a playground. Surfaces for play yards are based on their physical properties and arecategorized into three general types: resilient, hard, and grass/turf. 6.7.6 Resilient SurfacesResilient surfaces reduce the impact from falls and should be used inspecific equipment areas referred to as fall zones. Refer to ASTM F-355,Shock Absorbing Properties of Playing Surface Systems and Materials and themost recent publication of the CPSC’s Handbook for Public Playground Safety,

Head Start Design Guide 2005 63

Chapter Six
concerning these resilient surfaces. Examples of

e materials include pre-engineered wood chips

), pre-formed rubber matting, and poured-in-place

er should drain through these surfaces.

rd surface, the EPA’s Comprehensive

(CPG) indicate that

ng materials should be

0 percent recycled tire

pavers or loose granu

ty of each surface

ed thickness and the

esigners should follow the CPSC recommenda

ace used. 

matically in cost. The least expensive are the loose

y require a much higher level of maintenance to

depth is maintained. This problem should be

ign process. The designer may recommend the

ed solutions for ease of maintenance, but should

 that exposure to sunlight does not lessen the

rties. Adequate drainage should be provided

erial including wood chips. 

A combination of materials, such as grass,resilient surface, and pre-engineered woodchips, incorporates the advantages of eachmaterial and renders a more natural, lessinstitutional appearance than any one surface alone. 

The designer alsoshould take note ofthe following information when planning:• Organic materials, 

such as wood

chips, bark chips, and pre-engineered wheel chair accessible processedwood fibers, have good impact-absorbing potential but require propermaintenance to ensure they retain consistent depth.

• Although tire chips have good resiliency and are relatively inexpensive, they can leave black marks on shoes and clothing and require

ongoing maintenance to ensure that proper depths are maintained.Steel belt residue should be removed.

• It is important to ensure that manufactured resilient mats retain 

slip resistance when wet and are tightly installed to prevent tripping hazards.

• Artificial turf alone does not have enough resiliency for fall zones

and can be abrasive.

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ovided in areas used for wheeled riding, in

ome all-weather pathways, such as those 

mples of hard surface materials include concrete,

pavers. The durability of each material 

such as installation and the thickness of the

eather affects all paving surfaces, cast-in-place

acted sub-grade is the most durable, mainte

 for hard surface areas. It should be finished to

g is an acceptable alternative in vehicular areas,

ly than concrete. Masonry pavers can make a

umerous options for patterns. 

en planning hard surfaces and pathways:

y introduce joints and textures in the paving

me uneven over time, if they are not laid 

Unevenness may present a tripping hazard.

 on the method of installation. Asphalt 

pensive, and stone or masonry pavers are the

ossible to use a variety of surface configura

increase the impression of “naturalness” 

fications and supervision to ensure excellent

 the serviceability of the surface material.

• Materials for pathways should allow use during inclement weather.

Acceptable materials include concrete, asphalt, stone or masonrypavers, rubberized surfaces, rubber matting, or wood chips. The edgesof pathways should not create trip hazards and should be tapered fortransitions. All surfaces should allow wheelchair access.

• The main entrance pathway should be paved. Gravel and loose stone

are not recommended for walkway surfaces for children. Smooth surfaces provided for wheeled toys on pathways should not have jointswider than 1/2 inch because wide joints can cause toys to tip.

6.7.8 Grasses/Turf SurfacesGrass/turf is desirable for open play areas but is not appropriate in fallzones. This surface is seasonal and is not suitable during periods of rainfallor snow. Exposure to grass/turf allows children to experience natural materials and provides a pleasant texture to play on, but the surface requiresconstant maintenance and may need an irrigation system. This type of surface requires maintenance regularly.

Head Start Design Guide 2005 65

Chapter Six
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Chapter 7

Interior Space DesignThis chapter provides concepts and criteria for the designof the interior spaces of a Head Start center. Area categoriesinclude entry and circulation areas, staff rooms,classrooms, common areas, and service areas.

Head Start Design Guide 2005 67
ormation

can be separated into three major types: 1) the

use areas for children; 2) the staff areas for teach

nd 3) the service areas for servicing the center.

and main circulation pathways unify these areas.

ce type are as follows. See Chapter 9 for finish

rculation

ansition space,

area where parents,

sitors enter the facility.

vides pathways

nal spaces.

rector’s office, assistant or secretary’s work space,

ea, staff toilet, parent/teacher conference area, and

ddlers, and Head Start

e group using the space.

at these classrooms must

o support the children’s

y appropriate activities.

Architecturally defined spaces within classrooms include the entrance,

cubby storage, classroom and teacher storage,diapering station and storage, toileting and handwashing, sleeping, nursing, and food preparation. The classroom should have an art sink,raised areas, and loft areas (though these levelchanges need not be built in), and open, architecturally unrestricted areas. 

7.1.4 Common AreasThe center may have additional space in a centrally located area for use by children, teachers, and parents. A beneficial by-product of a Head Start center is a stronger sense of community among those using

the center.The center may include a multiple-purposespace. The multiple-purpose space may be usedas a meeting area and as a large-motor-activityarea. Best practice indicates that if no adequateoutdoor play yard space is available or climate isnot conducive to outdoor play during significant

portions of the year, an indoor large-motor-activity area should be provided. If either portable or permanent lofts are to be located in this room,appropriate protective surfacing should be provided for the highest unprotected deck. (Ref: ASTM-F1292-99)

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even
or services including food, laundry, janitorial,

Circulation

These spaces should provide a safe and conven

ent arrival and departure site. The main entry 

s vital to creating a friendly impression for

hildren and a non-threatening transition from

parents’ care to staff care. 

Certain features help promote a successful transition:• An entrance door glazed with safety glass provides full visibility for

children and adults.

• Entryway visibility of classrooms and interesting displays for children

can help to ensure a smooth transition at arrival time.

• A reception desk that allows children to see the adult staffing reception, if one is required. (Typically centers with a population of 74 or

more might have a reception desk to monitor access to the center.) Thereception desk should be simple not a high counter. Note that the needfor a reception desk should be discussed during design developmentbecause this feature is often underutilized in existing centers. 

• The main entrance should be in close proximity to an adult lavatory

for use by parents and staff.

Other points of entry for the facility include service entry access to the playyards and the classrooms. The main entry should include an exterior transition area, or a covered bench for good-byes, shoe-tying and otherchild/parent interactions. Ideally, the entry that conforms to ADA dimension requirements would include a vestibule for energy conservation and a reception area. Secondary entries should have transition areas but do not require thermal vestibules. Depending on the climate, porches ormudrooms can serve this purpose. In spaces that are difficult to monitor,fire egress doors should be alarmed.

Head Start Design Guide 2005 69

Chapter Seven
sition Spaces

surfaces combined with landscaping that keeps

m the entry path are appropriate in these areas,

ndscaping leading to the building entry should

 the potential for tracking soil and water into 

 spaces allow children to adjust to the changes

erior light levels and temperatures. 

ay serve as a mud room or may provide an area

or environment.

 the building, such as porches, verandas,

canopies, or arcades, can create successful transition spaces and in warmclimates can be used as program areas.

7.1.8 VestibuleProvide views of the short-term-parking area from the entry vestibule and design the windows with low sills so that children can look throughthe windows. Vestibules should consist of two sets of doors to provideenergy conservation. The doors must be arranged to permit use by those in wheelchairs. There should be a flush-mounted walk-off mat toprevent tracking of water and soil into the center. The entrance may need security devices. This equipment should be non-intrusive and havea non-threatening appearance. Refer to Chapter 10 for more informationon technical requirements. In areas with snow and ice, a roof overhang or canopy should be installed to ensure that the exit is readily accessibleat all times.7.1.9 ReceptionA reception area should be located immediately inside the entry. It shouldbe warm, bright, and welcoming. The reception area connects the entranceto the main circulation pathways of the center. Parents escort children tothe classroom from this location. A small reception table at desk height may be provided in large centers. Itcan serve as a sign-in facility or a spot for parent/teacher mailboxes. Acounter, which is typically simpler and less expensive than a receptiondesk, may serve these functions. A child should be able to see the adult

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even
s in the reception area may include a sofa, chair,

lect durable finishes (Chapter 9) that have an

arance and should establish a warm, inviting

r, soft seating, plants, and artwork.

lude a carpeted floor and a washable durable

 has proven less durable than looped pile.

gs may be associated with a home environment.

d have non-slip backing.

on

 of circulation paths: the main circulation con

oms and major spaces of the center path, and

erns within those spaces. Circulation within

d in the classroom section of this chapter.

serves as a community space as well as a

pace should not be utilitarian in character.

et or a gallery with stopping and queuing areas

d be an opportunity for important social

ation path. It is a space to meet other children

nt to see into classrooms, and an exhibition

to limit the floor space devoted to pure

building circulation.There should be atleast one accessibledrinking fountain inthe corridor. It isadvisable to avoid theinstitutional appearance that is created bylong, undeviating,double-loaded corridors with doors torooms on both sides. When it is not feasible to vary the layout of the circulation corridor, consider adopting 

the following design strategies to deemphasize the impression longcorridors make:• Lighting: The designer can introduce artificial lighting. Instead of the

dead-center placement of fluorescent lights in corridor ceilings, addstrategically placed wall washing lights or natural light through skylights. Putting a window, glazed door, or skylight at the end of a corridor is advisable.

• Floor Pattern: Using patterns can create a strong sense of place for

children and when skillfully used will diminish the impression oflong, double-loaded corridors. Large pattern repeats are often effective

Head Start Design Guide 2005 71

Chapter Seven
he tunnel appearance of double-loaded corridors.

symmetrically arranged or that emphasize func

entrances to classrooms, are an effective means to

d.

should use color to visually alter the dimensions

onal looking double-loaded corridors. Care

hoosing the colors. Some think that bright colors

a child. However, since some cultures and communities use colors as

a means of identity,color is an importantlocal decision. Children gain a senseof orientation whenthey can see theentrance to their classroom and recognizelandmarks, such as displays, commonareas, and otherdesign features.Teachers and children

een the classroom and circulation areas at their

The main circulation path should be designed to serve as a primary meansof regular and emergency egress. Through judicious arrangement, thedesigner should strive to reduce the area devoted to purely utilitarian circulation. No more than 30 percent (some design suggests no more than 20to 25 percent) of the Occupiable Floor Area (OFA) within a facility shouldbe used for primary circulation and service areas, unless the center location is irregular. The Occupiable Floor Area (OFA) allowance includes circulation within the classroom.Outside corners in the circulation pathways should be eliminated as muchas possible. Angled or curved corners can facilitate cart and stroller trafficand may decrease the possibility of injury.Recommended finishes for major circulation paths include impervious surfaces at the floor and at wainscot height, paint above wainscot height, andsafety glass in windows along the corridor.

7.1.11 Staff SpacesStaff areas usually include the following spaces:• Director’s office• Assistant’s or secretary’s work space• Parent/teacher conference area• Area for family workers and health staff to work and interact 

with parents.

• Staff lounge and work area

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even
ge

articularly teachers, should be easily accessible

rea. 

ce

perform deskwork and interviews in his/her

e this space to meet with parents, staff members,

nd to conduct parent interviews. Larger centers

ecretary who works closely with and shares

ace for this staff member should be located near

pace, next to the reception area and accessible to

rly, the director’s office must have excellent views

ion area, and as many classrooms as possible.

d be comfortable with a carpeted floor and

ere should be adequate lighting with task

coustical separation of at least 45 STC from 

d include a desk and chair, two guest chairs, fil

helving for books and resources, and lockable

 for personal belongings and first aid items. 

The director’s office requires a telephone and may have security videomonitors. There should be adequate power supply to accommodate apersonal computer, printer, and a fax machine. A copier and video equipment also may be stored here.

7.1.13 Parent/Teacher Conference RoomParent/teacher conferences and meetings between staff members normallyrequire space. This space should be located in a private area, adjacenteither to the director’s office or the staff lounge. It should have dataconnect cables and jacks.The conference space should be comfortable, pleasant, and quiet.Furnishings should include a conference table and seating for a suggestedminimum of six, shelving for books, and a notice/bulletin board. Lightingshould be dimmable so that video tapes may be viewed.7.1.14 Staff LoungeThe staff may use this space as both a retreat and a workroom. They mayrelax and eat here, plan curricula, and prepare classroom materials. Thelounge may contain a cot or sofa and should be located near the adultlavatory and central resource storage area. This space requires visual andacoustical separation from children’s areas but should be easily accessibleto the staff. The lounge should be comfortable, pleasant, and soothing. It should contain a counter with a microwave, a sink, an under-counter refrigerator, and

Head Start Design Guide 2005 73

Chapter Seven
the counter area should be impervious. All base

dproof hardware. Recommended furnishings

chairs, a small sofa, and storage cabinets, some of

ave adequate space and power connections for

eo equipment, and laminating and copy machines

rector’s office). The machines should be isolated

ntrol of noise. There also should be space on the

per holder and an art waxer (a piece of equipment

 to be hung without tape or pins).

y

 least one adult lavatory, although two, at either

mmended. Two adult lavatories improve the

use this enables teachers to be out of classrooms

nter must meet all UFAS and ADA code require

 be accessible from the reception area and staff

nishes include impervious flooring such as

lls above an impervious wainscot. One adult

d in or near the infant and young toddler

ic faucets are advisable in adult lavatories. 

7.1.16 Central Resource StorageThe director and teachers may use a centrally located resource room forbulk storage of curricula materials and supplies and for storage of resourcetapes, books, and audio/video equipment. The central resource storage isnot a substitute for small-scale storage within the classroom. This storageis typically wall-mounted cabinets in the classrooms. The base of thesesecurely anchored cabinets must be no lower than 4.5 feet above the finished floor below. The storage room should have open shelving, lockable, closed-door storage, and filing cabinets. If space permits, a work counter and a counterheight stool may be provided.

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even
cepts for Classroom Design

eir day in the classroom. Classrooms afford facil

ities for developmentally appropriate activities.

nd pick up children in the classroom, and

 day or help as classroom volunteers.

as

udes functional areas defined by furniture

cted elements that vary depending on the age 

 To maximize the

portant functions, 

trance and exits

ible. It is appropriate

k surfaces adjacent 

retaining corners 

rotected and nurtur

ould be designed or arranged to fit four or five

ere also should be a group gathering area. Areas

w children to be by themselves or in small

 be equipped with convenient bins for recycling

ms. 

 such as plumbing connections, risers or 

e for safety reasons will remain fixed. 

Children and their teachers may modify the remaining space to createareas for their activities. The classrooms should provide flexibility for

these activities. Manufactured cubbies anchored to full partitions havebeen found to bemore cost-effectivethan built-in types.The designer should ensure that the classroom spacecan accommodate the manufacturedcubbies. It is wise toprevent an excess of

children’s personal items in and around cubbiesthat would affect the order and function of theclassroom. The cubbies could be arranged toform a cloakroom, an entrance alcove, or atransition area with openings facing away fromthe main classroom.

Children should have opportunities for diverse activities in the classroom. Lofts offer an opportunity for exploration; however, built-in lofts

Head Start Design Guide 2005 75

Chapter Seven
ow shelves and partitions should be secured to

re used to separate use areas. 

m for particular age groups should have the

er storage

n the classroom (preferable) but no more than 33 

feet from the infant 

classroom entry 

• Diapering station

and storage

• Sleeping/crib area• Nursing area• Eating/table area• Food preparation

area

• Open activity 

and crawling areafor play anddevelopment 

Young Toddler Classroom• Entrance• Cubby storage• Classroom and teacher storage• Adult lavatory within 10 meters of entry• Diapering station and storage• Children’s toilets and sinks• Eating/table area• Food preparation area• Open activity area for play and development• Area with level change (three risers minimum) • Cot storage

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even
m

 storage

sinks (one sink at toilet exit is preferable to

 (three risers minimum) 

vity area

Head Start Classroom• Entrance• Cubby storage• A classroom for three-year old children requires a small diaper changing area• Classroom and teacher storage • Children’s toilets and sinks (one sink at toilet exit preferable to avoid

congestion) 

• Eating/table area • Art sink • Water play area• Drinking fountain

Head Start Design Guide 2005 77

Chapter Seven
n)

ge (three risers minimum)

ctivity area

e feet minimum) located away from main

ild-sized toilets should comply with ADAAG and

oblem, the designers should insure that the doors

s max.) to allow adult supervision. 

 they should be located to allow adult supervision

ssrooms is critical to the success of the center. The

d consult at length. 

n principles include the following:

reas need to be included in the design of the class

hey may be created primarily with furniture.

as need to be away from quiet areas.

equipment such as slides should flow away from

ntial activity and areas must be provided where

 position for more than a day and be protected

from main circulation pathways and active play.

• Do not crowd the space with more tables than necessary for mealtime.

and avoid excessive distance between tables. Rectangular tablesshould be arranged with 3.25 feet of clear space between them. 

7.2.2 Classroom LocationTo receive the maximum access to natural light, classrooms should belocated along the exterior perimeter of the building. If not possible, theclassroom should be located near areas that are along an exterior wall with windows. Where possible, classrooms should have direct access to a central circulation system and direct access to play yards. They should be close tocommon use spaces. 7.2.3 Classroom SizeDesign classrooms to accommodate the number of children for each agegroup. The Head Start Program Performance Standards and local licensingrequirements must be referenced. Infants and young toddlers must haveclassrooms separate from other age groups. The design should allow forfuture expansion in all centers. 7.2.4 Separation of SpacesSolid or glazed partitions at full height, doors, casework, cabinets, panels, and railings can be used for separation. 

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 must be considered:

paration should be considered when designing

of children must be physically separated from

etween classrooms should be controlled 

with not less than 34 STC partitions, 

although complete acoustical separation is not 

suggested. 

• High noise levels

from adjoining classroom spaces can negatively affect class activities. 

• Small, strategically placed windows between classrooms are recommended to offer children a view of other classroom activities.

Placement of windows should not interfere with potential placementof classroom furniture. Install at least one window at child and adult levels.

Provide partial height enclosure for fixed elements in the following areas:food preparation, children’s toilet and hand washing, and the rear ofcubbies. Food preparation and toileting/diapering areas must be separatedto reduce the chance that a caregiver could inadvertently spread germs.Partitions with vision panels can be used effectively to separate these areaswhile allowing supervision.Provide complete enclosure for teacher storage within the classroom andcomplete enclosure for the adult toilets.

Head Start Design Guide 2005 79

Chapter Seven
g classroom must reflect

on of children’s scale,

vidual spaces within

ale of furnishings.

ng Physical Dimensions 

ngs in a classroom may

 be modified in spaces

s too high to have a res

ample, 85 percent of the

).

lighting or ceiling 

 7.5 feet above the

w. Pendant task 

ents may hang as low

droom is not required

 to improve air 

cy with rotation that

om the obvious

enhancements that

they also help tailor

ial perceptions. In addition, this provides the

ners and create trellis ceilings over activity 

areas. It is important to ensure that they do not interfere with the function of the sprinkler system.

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Table 7.3 — PHYSICAL DIMENSIONS OF CHILDRENThe following dimensions are stated in inches and represent averages. Metric measures have been converted toEnglish equivalents using the conversions in Appendix D.AGE IN YEARS BIRTH .5 1.0 2.0 3.0 4.0 5.0BODY LENGTH 20.0 26.4 30.0 34.4 38.0 41.6 45.7HEAD LENGTH 4.9 5.9 6.9 7.5 7.7 7.8 7.9HEAD WIDTH 3.8 4.7 5.2 5.5 5.6 5.7 5.7HEAD CIRCUMFERENCE 21.9 17.3 18.6 19.6 19.6 19.9 20.1TRUNK LENGTH 8.3 11.6 12.6 13.6 14.3 15.0 15.3SHOULDER WIDTH 5.9 7.0 8.0 8.8 9.3 9.7 10.0CHEST CIRCUMFERENCE 13.0 17.2 18.7 20 20.5 20.8 21.7ABDOMINAL CIRCUMFERENCE N/A 16.1 17.5 18.2 8.5 20.3 20.4PELVIC WIDTH 4.6 4.6 5.1 5.7 6.2 6.3 7.3ARM LENGTH 7.6 10.0 12.0 14.6 6.4 16.7 19.8HAND LENGTH N/A N/A 3.8 4.2 4.7 4.9 5.0HAND WIDTH 1.4 1.6 1.7 1.9 2.0 2.0 2.2LEG AND THIGH LENGTH 6.6 8.2 9.6 12.2 14.6 17.2 22.9SITTING HEIGHT N/A 17.6 19.2 21.2 22.5 23.5 24.5KNEE WIDTH 1.5 N/A 2.5 2.6 2.7 2.7 2.7WEIGHT IN POUNDS 7.5 16.7 22.0 28.0 32.0 38.0 43.0KNEE PIVOT TO FLOORN/A N/A N/A 9.6 10.4 11.3 12.5KNEE WIDTH 1.5 N/A 2.5 2.6 2.7 2.7 2.7Source: Anita R. Olds, Ph.D., Architectural Prototype Document, Commonwealth of Massachusetts, 1987; Diffrient, N., Tilley, A.R., and Bardagly, J.C.,Humanscale 1/2/3 Manual, Cambridge: MIT Press, 1974; Society of Automotive Engineers, Inc., Anthropometry of U.S. Infants & Children, Michigan: 1975.

even
and counters depends upon the age of the chil

e 1.5 feet beneath windowsills (measured to the

hat furniture and equipment can be placed easi

refront-type windows starting at the finished

ment for children should be child-scaled.

ch depth should provide children with the

unassisted. 

iven to the adults using the space. Center

lt and child friendly. Not all elements should

ocks, light switches, fire alarm pull stations,

ents should retain adult scale and be mounted

preparation, storage and service spaces, and

sed primarily by adults should remain at

 should be adult scale. Some items may have a

hildren and adults. 

mmunication or security equipment, ensure that

ed within reach of children. 

7.4 Architectural FormThe architectural form of the classroom should create an appropriate setting for a child. It should convey a definite sense of place while preservingoptimal flexibility. The majority of the space should be free of constructedelements, and furniture arrangements should be used to create requiredfunctional areas.The following guidance applies to architectural form:• Vary ceiling

heights to defineareas, disperselight, and createinterest. Higherceiling heightsoften encouragegreater activitylevels. Lower ceilings support quietactivities. Theprobability ofhigher construction costs must beconsidered in determining the extent of ceiling variation.

• Vary floor levels to create riser lofts and low platforms. Sunken areas

also are effective. The designer should be aware that permanent,

Head Start Design Guide 2005 81

Chapter Seven
anges may restrict flexi

ble open floor space.

will require a wheel

p. When deciding

changes, consider

re that is not fixed 

 Used effectively, 

d interest and create

ildren. For example,

ms provide areas for

ties and can double 

ts that accommodate 

ace for large motor

play, or quiet activities.

 keep in mind that low-level changes can 

ions to create interest, soften a space, or create a

ession in special spaces. The designers should

cute outside corners that pose hazards to children

n into them. Instead, consider curved or obtuse

ne inch rounded outside corner drywall beads

designer must keep in mind that visibility of all

sroom is a key factor and avoid creating “blind”

her supervision difficult.

ures in one area for efficiency. For example, ele

g connections, such as toilet areas and art sinks, 

should be grouped. The food preparation area must be separate from diapering and lavatory areas, though the areas can be placed on the opposite sides of a wall that separates them.

• Provide ample display space at children’s

height for display of art work and projects.Devices for display of artwork should notinvolve tacks or tape. Use tacky tape, magnets, clamps, or similar fasteners. 

• Preserve inside corners to create differentiated areas. Use features such as low 

partitions behind 

cubbies to create

nurturing corner spaces.

• Providing natural light benefits centers by

reducing total energy use and improves theindoor environment. Day lit schools savedan average of $0.27/SF in energy costs overnon-daylit schools. (Source: EnergyPerformance of Daylit Schools InnovativeDesign, NC)

• Provide views for children to increase their

awareness of their surroundings and theworld beyond the center. Views should beprovided to the outside, particularly to play

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nd planters, common spaces, other classrooms,

ays also benefit children. Windows should be

ough for children to see outside and yet should

mall-scaled furniture

achers have an unre

ldren at all times in

y yards. Views

tween classrooms and

ter. Any interior

on of adult lavatories,

panels. The top sash

d be secured when in

rior glazing allows

 lets children see oth

ions at the sides of

gher than 3.5 feet.

e gates (with view

oddler classrooms to prevent children from

diaper areas.

• Zone classroom space to separate active and quiet activities. • Use variations in ceiling and floor height, wall configuration, light levels, finishes, and open areas to modulate activity levels in different

areas of the classroom. Zone high-activity areas,such as the entrances, eating/table areas, andexits to the play yard away from areas intendedfor sleeping and other quiet activities. Likewise,separate messy and clean areas.

Head Start Design Guide 2005 83

Chapter Seven
Component Areas

ntrances

ave a distinct and welcoming entrance that meets

ements. A second classroom entrance to the main

y yards should be considered for egress depend

on. Place the classroom entrance along 

ailable for activity areas. Entrances should allow

ulation area into classrooms. There should be 

orage below) near the classroom door at approxi

bove the finished floor.

ge Area

heir outdoor clothing and personal belongings in

y arrive in the classroom. Designers should be

again need their outdoor clothing during the day.

 cubby alcove spending time with their children

parents. The design of the cubby area must con

enecks do not occur. Cubbies should be arranged

 to take up valuable classroom wall space. 

uld include the following features:

caled to child size, one for each child in the class

o the floor and wall to prevent tipping accidents.

a in front of the cubbies to ensure easy access.

• Seating which may be integrated with the cubby for either adult or

child use, such as a bench.

• A parent bulletin board and mail box may also be located in the

reception area.

The size and type of cubby storage may vary according to the age group inthe classroom. It is wise to include a shelf for child safety seats, if spaceallows. If the cubbies are purchased, the designer should ensure that thedimensions fit the classroom space and design. 

7.5.3 Infant and Young Toddler CubbiesInfants and young toddlers need storage for diaper bags, clothing, andsupplies. Typically, these purchased cubbies are about 1 foot wide, 1 foot deep and 1.5 feet high. The bench in the infant area should be about 1.2 feet above floor level so parents can sit comfortably whileremoving or putting on their children’s outdoor clothing.Parents may wish to leave collapsible strollers or other child-carryingequipment at the center during the day. Rods for this purpose should beprovided in this storage area or near the reception area. Provide 9 to 12inches of rod length for every five children and install rods approximately4.5 to 5 feet above the floor. If a double storage rod is needed, install thetop rod about 7 feet above the floor and the bottom rod about 3.5 feetabove the floor. Provide a retaining rail to keep the lower end of thestrollers in place.

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 and Head Start Children’s Cubbies

tart children need to store bulkier outdoor

atchels and backpacks may be stored on hooks.

minimum of 1 foot wide, 1 foot deep, and 3 to 4

eeded in each compartment for hanging gar

cluded for boxes, boots, or extra shoes. The

e about 10 inches high for children to sit com

r outdoor activity.

Area

e an open, unrestricted activity area, clear of con

 and children are the architects of this space and

d alter this flexible area in response to their needs

ccomplished through the use of elements such as

aterials, moveable panels and demountable

h as seating or shelving, and display racks. The

r this area is described in Chapter 5, Section 5.8. 

 occurring within this space will vary according

 activities may involve:

and and water play

play

puzzles and finger toys

• Block building• Woodworking• Science, including nature study• Math

It is wise to locate anopen activity areawithin the classroomto take full advantageof natural light.

Arrange the fixed elements along inside walls to reduce bottlenecksand maximize use of natural light in the space. The design shouldencourage traffic pathways minimizing disruption and avoidingareas of activity. Offset walls or partition patterns will allow moreintimate areas for children but not obstruct teachers’ views of theactivity area. Corner areas providing natural boundaries can setapart an activity area.

Head Start Design Guide 2005 85

Chapter Seven
hitectural features in

surfaces to reduce noise.

able lighting to supple

ince it is important to

gree angles on outside

to the space. Provide a

eveled edge on all out

ructed features.

 at child height for

splay areas. Consider a

dows for growing

ng nature studies.

utlets to serve counter areas for items such as

projectors, and keyboards. Locate outlets for this

 least 4.5 feet above the finished floor, so that

h the outlet or pull equipment off counters using

ow-mounted outlets.

w the child views the surroundings. Spending

 small child’s viewing level is a helpful exercise

dren’s spaces.

child-scale, including tables, chairs, and open

sized comfortable seating is needed. Bulletin

play areas should be placed at children’s height.

Continuous strips from which to hang children’s art are strongly recommended. These strips may be placed approximately 3.2 feet to 4.5feet above the finished floor.

• Adequate storage for all curricula materials and supplies. Refer to the

discussions on storage in this chapter. (Sections 7.1.1b, 7.5.2, 7.53, 7.5.4,7.7.3, 7.7.9, 7.7.10, and 7.7.16)

7.5.6 Activity Area for InfantsThe infant open activity area should offer opportunities for discovery andlearning. This area must be designed as a safe, soft, print rich, stimulatingenvironment in which babies can crawl, explore, and interact with teachersand other adults. 

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itectural features in the infant classroom:

nges that should be slight with a maximum of 3

vels. The space should be soft and cushioned

res and coverings. Create level changes using

with ramps or stacked upholstered blocks in

 Maximum unenclosed platform height for

should be 1.5 feet above the floor. Consider

raised area for infants at 3 feet above floor level

 same eye level as seated adults and be able to

s that provide a safe environment for infant

structed with low, permanent, soft barriers 

s such as crawling tubes, tunnels, or 

et above floor level to help infants pull up to a

 aid an infant’s sense of security while develop

minimum total length of 5 feet should be provid

oom.

s in some states preclude carpet in infant rooms.

loors should be constructed of tile, linoleum, 

opped and sanitized daily. Soft areas can be

gs, and floor mats with anti-slip surfaces to

nd to the circulation pathways from floor level,

• Interesting things to observe from a baby’s point of view including

views while the child is being held by seated or standing adults.

• Mirrors placed at approximately 1.5 feet above the finished floor so

babies can see reflections. Mirror material must be shatterproof, suchas safety glass, acrylic, or reflective metal with no sharp edges. 

7.5.7 Activity Area for ToddlersThe toddler open activity area should offer an even greater range of challenging opportunities for exploring and developing large muscles andmotor skills. Toddlers often move quickly in groups of two or three. Theactivity area must allow for running and cruising (movement throughspace to view and select from a variety of activities) without disruptingchildren engaged in other activities. Consider the following architectural features in the open activity area for toddlers:• Broad pathways to accommodate group movement or cruising.• Intimate spaces that allow toddlers to maintain a visual connection

with the teacher.

• Hard surface, impervious flooring throughout, unless the initial design

meetings reveal a strong preference for carpet. If carpet is chosen, thequantity will be determined during the initial design concept phase.Area carpets with non-skid backing and mats should be provided forquiet areas. 

• Sand and water play areas that may consist of freestanding tables or

Head Start Design Guide 2005 87

Chapter Seven
hooks for smocks and towels and impervious

e, provide a floor drain. Sand and water play can

area. Art sinks should be provided only for older

young toddlers.

 for Head Start Children

vity area is larger than the areas designed for

tart children are involved in a wide range of activ

bles them to take part in more advanced activities

 and requires a greater number of interest areas,

ps of children. 

chitectural features in the Head Start classroom:

allow for maturing skills in large muscle develop

scussion on lofts and platforms in Section 7.6 of 

er play using freestanding tables or troughs with

ocks and towels. An impervious waterproof floor

ain should be used where feasible. Sand and water

n the art sink area or outside.

vious floor surfacing throughout with area rugs

peting is required, the amount of carpet will be

he initial design concept phase. 

7.6 Lofts and PlatformsLofts and platform areas are optional constructed elements within the classroom. They offer many activity opportunities and advantages. Lofts andplatforms are not appropriate for every classroom, because they can minimize flexibility. Lofts must be designed and positioned with child safety inmind. Constructed elements should reduce the risk of children falling fromthe loft. Typically, lofts will be purchased pieces of equipment that the architect-engineer will include in the design. Lofts with slides and steps offer a variety of experiences. However, it isbest for circulation if they descend in the same direction. It is important to coordinate sprinkler requirements and to avoid placingsprinkers under lofts too close to children. 7.6.1 Infant Lofts and PlatformsInfant classrooms require soft, colorful crawling areas with slight levelchanges such as low, carpeted, constructed platforms, moveable foamshapes, or forms that provide level changes. Ramps or small 3– to 4–inch

steps should be used between levels. All cornersshould be rounded, and all surfaces should besoft to minimize falls. The maximum height ofplatforms for infants is 18 inches.Recessed constructed areas provide infants withlarge, contained spaces in which to move and

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es allow infants to pull themselves up and move.

daries also might be effective. Use caution if

onstruct such an area as a permanent installa

m flexibility. 

reschool Children’s 

orms

Head Start class

wing advantages:

scle activities

exploration

ld to view the envi

level

e character

rements should be considered in the design of a

tart age groups:

her than 3 feet above the finished floor for

bove the finished floor for Head Start 

hould minimize conflict and allow more than

use the space. For instance, offering stairs

oming down can minimize congestion and

• Loft features should meet the definition for fall zones and have resilient

surfaces, as prescribed by the CPSC’s Handbook for Public PlaygroundSafety. Refer to Chapter 6, Section 6.7.5, Play Yard Surfaces.

• Lofts should meet applicable local, state, or other standards.• Guardrails should be provided to protect children from falling from

raised areas. 

• Toddlers should have guardrails on any constructed surface more than

10 inches above adjacent surfaces. Head Start children should haveguardrails on any raised surface more than 20 inches above floor level.The top of the guardrail must be at least 2.5 feet above the platform, or in accordance with local codes, whichever is more stringent.Openings between 3.5 and 9 inches should be avoided to prevent head

Head Start Design Guide 2005 89

Chapter Seven
nings between 0.3 inch and 1 inch should be

nger and hand entrapment. 

hould be provided on all raised surfaces 2.5 feet

higher for Head Start and younger children.

n be vertical slats or acrylic panels (for clear visi

hese panels should be no larger than 3 inches to

Avoid using horizontal rails that allow climbing.

rs should have a minimum radius of 1/2 inch.

e to see and reach all areas of a loft. 

ent an image of safety and should not include

ements, such as cantilevers or narrow bridges.

d be appropriate to the age group and accessible

adders. Two children should be able to use the

the same time. Riser heights for stairs should be a

s for toddlers and Head Start children. Minimum

e approximately 11 inches. Stairs and ramps

m of 3 feet wide. 

provided for all stairs and ramps at 22 inches

ge of the treads. All handrails should adjoin the

sibility of injury. Handrails should meet state,

s.

7.7 Other AreasIn addition to required spaces in the classroom, others located elsewhere inthe center can provide specialized activity settings for children, teachers,and parents. These areas should not be considered part of the minimumrequired activity square footage area.7.7.1 Art SinksFor toddler and preschool classrooms, HSB suggests providing a stainlesssteel sink with a gooseneck faucet and wrist handles mounted in a 22-inch-high counter for children to use in art and other activities requiring water and cleanup. The gooseneck faucet will allow teachers andchildren to place a bucket under the faucet. Traps should be accessible foreasy cleaning. The art sink area should include storage, display, and drying areas forfinished work or works-in-progress. The counter should be 16 to 22 inchesdeep, so that children can reach the faucet. The design should provide 3 to4 feet of open counter length adjacent to the sink. It is good practice to provide an adult height art sink in all toddler and Head Start classrooms.Faucets and levers should be located behind the sink adjacent to the wallrather than at the side of the sink. Faucet controls should be no less than 14 inches from the leading edge of the counter. The art sink should be next to the eating/table area, since most art activities require tables; and this provides a dual use for tables with similar finishes. Ideally, the sink should be close to display walls and equipped with

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kboards. Install impervious floor coverings with

rain in this area.

r with a configuration that allows children to

vities is advisable. A shatterproof mirror above

eature.

ks

quirements are for areas devoted to toddlers

lets in the center but not less than one toilet and

washing sinks. Include one lavatory and one

very 10 children. Two classrooms may share

nks at a minimum, one for diapering in the tod

use near food preparation.

sink and one or two hand-washing sinks for

nd one connection for water play.

ed by both girls and boys and may be partially

provided, they should not lock. This offers

ws adult supervision. Toilet areas are to have

entrances and may have child-height partition

 with all full-height doors, these elements

tection so that children’s hands and fingers are

ed.

• An adult toilet 

should be located outside the older toddler and Head Start classrooms 

and either in or near infant and

young toddler classrooms. 

• Classroom toilets should be placed toward the interior perimeter to

leave the exterior free for access to natural light and views. Theyshould be constructed as part of the fixed elements and, where possible, should share plumbing walls with other areas requiring plumbing connections. The

toilet area should bephysically separatedfrom food preparation and eating areasand partiallyscreened from theview of remainingspaces. Hand-washing sinks may belocated within thetoilet area but arebest placed in theclassroom on a wall

Head Start Design Guide 2005 91

Chapter Seven
 area to facilitate supervision and reduce conges

a. 

d-size for toddlers. Larger toilets may be chosen

en. They must be accessible to children with spe

art toilet areas should have durable, water-resist

ht, cheerful lighting. Recommended flooring

with an integral cove base and a ceramic tile

ove the floor with a painted wall above.

features for the toilet area:

seat height of approximately 11 inches including

children who are four to five years old may use

ser next to toilet.

or the hand-washing sink include:

nches above the floor and counters 16 to 

 children to reach controls. Junior-height wash

e used with a washbasin rim height of approxi

• The hot water temperature should be controlled to a maximum of

109.4° F. Hot water heaters should be placed where they are not accessible to children.

• Soap dispensers should be at each sink.• One paper towel dispenser per sink area. Metered roll dispensers 

are preferred with one at each sink area. The dispenser should nothave a serrated edge. Even though rolled goods are usually moreeconomical and environmentally sensitive, note that children oftenwaste rolled goods because they lack the coordination to tear rolledpaper easily. 

• One freestanding pedal-operated waste receptacle per sink area. Metal

receptacles should not have sharp edges. 

• Moveable waste 

receptacles.

• Safety mirrors 

mounted at child height.

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tion and Storage Areas

aper storage area are needed in each classroom

 Locate this area in an easily accessible, central

od preparation and eating areas. Orient the dia

cher can maintain visual supervision of the

ring a baby or toddler, and the children can see

nt should be constructed as part of the fixed ele

m and designed to maximize use of the existing

orage area consists of a changing table, counter

d upper storage cabinets for diapers and other

supplies. All equipment and storageneeded for this areamust be easily cleaned,non-porous, and accessible to the teacher atthe changing table.The teacher should notmove away from thechild being diapered. The diapering stationshould be designed toreduce possible transmission of blood-borne pathogens. The table should be easily sanitized or sterilized, and all material contaminated with feces should be stored safely and hygienically in sealed receptacles. Specific equipment at the diaper station should include: • Changing table with an impervious surface. The top surface should be at least 2.8 feet above the floor. There must be a safety device on either side of the baby, such as a tubular rail to provide side restraint 3 inch- es above the surface of the mat. Since mats are typically 1 inch thick, the top of the rail should be approximately 4 inches above the surface of the changing table. The table should be 2 feet wide and 3.3 feet long. It should have a waterproof covered pad. Check with local licensing for possible additional requirements. • Hand washing sink with sloped sides and within reach of the changing table. It should have hands-free or wrist-blade faucet controls. Diaper sinks should not have gooseneck faucets because this type causes more splashing than standard faucets. • Paper towel, soap, and rubber glove dispensers within reach of the teacher at the changing table. • Open compartmentalized upper cabinets approximately 9 inches wide, 9 inches high, and 12 inches deep. • Waste storage for disposable diapers must be in a waterproof, wash- able container with a disposable plastic liner. The waste storage must be covered with an airtight lid and must be within reach of the teacher at the changing table and must be operable without utilizing both

Head Start Design Guide 2005 93

Chapter Seven
ated waste container may be used and should be

unter out of reach of children. If both cloth and

re used, separate containers must be provided. 

le steps are necessary to help toddlers up onto the

 are particularly helpful for caregivers who may

essive lifting. 

ree from drafts would be ideal. A separate zone or

nit heater may be provided at the changing table

ature warmer than the rest of the classroom.

hes include impervious flooring and millwork,

all splash. Wall surfaces adjacent to the changing

pervious finishes. Finishes must be unaffected by

 clean the changing table surface.

d Napping Areas

are provided in infant rooms and often in young

ping areas should be quiet and pleasant and located

room where infants can sleep according to their

chers must have visual and acoustical access to this

to locate sleeping areas away from active areas. 

alf walls and glass in the nap area is not advisable

p area will be designated as a separate sleeping

horities might require a teacher to be stationed in

ple space for one crib per infant, placed 36 inches

shes include carpeted floor and painted walls

above an impervious wainscot and washable, glossy paint, or anotherwashable surface. It is important to use dimmable lighting. Window treatments can be used to control direct sunlight through exterior windows.Provide a crib for each infant and young toddler. One of every four cribsshould be an evacuation crib that is especially constructed for this purpose. It should be equipped with 4-inch wheels and capable of holdingand transporting up to five infants. The evacuation crib(s) should beplaced closest to the emergency exit point and must be capable of easilypassing through a 3-foot-wide door. Sleeping areas should be equipped with smoke detectors. Recommendedfire safety requirements for children’s sleeping rooms can be found inSection 10.1, Chapter 10.Older toddler and Head Start classrooms generally will not have spaceallocated for a sleeping area but will provide napping cots that can bestored within the classroom when not in use. A few cribs may be needed ina toddler classroom.

7.7.5 Nursing and Lactation AreasA quiet, semi-private area in the infant classroom may be provided for amother to visit and nurse her infant or for lactation. Locate this spacenear the sleeping area with some visual separation from the other areasof the classroom and privacy from the circulation pathways. This spaceshould be located near a sink and be as comfortable as possible. It should

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ce and a carpeted floor. Include at least one

ion

ir classrooms with teachers. A food preparation

 infant and young toddler classrooms for stor

d for preparing foods.

nt and young toddler food preparation areas near

assroom. The area should be adjacent to the eat

d from the diapering station, toilet, and hand

d preparation areas near activity areas provides

 the classroom. No food preparation area should

drainpipes concealed in the ceiling.

 in classrooms may include the following

hable cabinet storage: HSB recommends provid

or locks to prevent child access to any storage

 to provide an adult-scale impervious counter, 

 a back splash. The top of the counter should be

nd door pulls should be non-projecting types.

y duty and durable because they receive inten

hould be lockable.

• A sink with a single-lever faucet, spray hose, and garbage disposal.

The hot water temperature should be limited to 109.4°F.

• A bottle warmer• A refrigerator providing a minimum of 8 cubic feet of refrigerator storage and a lockable box in each refrigerator for storing medication.• Finishes include impervious flooring and a gloss-painted wall 

above an impervious wainscot. Plastic laminate finishes includelaminate countertop, cabinet face, and back splash. Use post-formedcounters with integral coves and bullnose. Ceiling tile should havewashable facing. 

7.7.7 Eating/Table AreaMeal and snack times in the classroom are opportunities for children andtheir teachers and visiting adults to enjoy social interaction in small groups,such as the family would at home. A parent may join the child at the tableto share lunch. Usually, this area is part of the open, unrestricted portion of the classroom and is used for other activities during the day.Small infants are held during bottle-feeding, while older infants who are

able to sit may be placed in a low high chairwhile being fed soft foods. Traditional highchairs are not recommended because of the riskof falling and tipping and the reduced opportunity for social interaction. 

Head Start Design Guide 2005 95

Chapter Seven
e teachers to sit on while feeding older infants.

r other comfortable chair for a teacher to sit in

ate the infant eating space near the food prepara

open, unrestricted area where other children may

toddlers may be seated together at the same low

make better use of space than round tables.

 for older children in a central location away from

ant area with natural light and items of interest,

ers and older children, the eating/table area can

ivity space.

ncy need movable chairs and tables built at the

r eating area. Storable tables may be used so the

other activities. Each toddler and Head Start class

eparate, drinking fountain, preferably in the eat

king fountain at 1.8 feet above the floor in a cen

ng wall for toddlers. For Head Start children in

n should be mounted at 2.6 feet above the floor.

or the eating/table areas include sheet vinyl floor

ring or a high-gloss, washable painted wall. 

ide 2005

7.7.8 Child-Accessible DisplayShelving placed low to the floor allows children to see available curriculum materials and make selections. These materials may include books, artsupplies and equipment, manipulative toys, large or small blocks, pull orpush toys, and dramatic play materials. HSB suggests using open shelvingapproximately 16 inches deep by 30 inches high for this purpose. Small items requiring further organization can be placed on this shelvingin containers, such as plastic tubs or wire or wicker baskets. Shelving canbe built-in millwork or freestanding movable units. Where appropriate,open shelving should be considered to create an open feeling in the classroom. If shelf backing is used, it should be attractive and useful. Forinstance, it may be mirrored with non-breakable reflective material. Movable units lend greater flexibility, though they should be equippedwith locking casters. A combination of built-in and freestanding units offerthe best design solution. Some state, tribal, and local codes may requirethese units to be fixed to the floor. 7.7.9 Classroom and Teacher StorageIt is essential for classroom design to include adequate storage for theitems required for a quality program. Inadequate storage conveys a cluttered, chaotic, or shoddy impression. Plan storage for cots, strolling equipment, curriculum materials, and supplies. Use of doors on storage areasshould be minimized, because doors can cause finger entrapment andcreate a greater possibility of an accident occurring.

even
 have full-vision panels and the hardware to

t when the door is locked from the outside.

be used for storing stackable cots. 

age in the classroom but ensure that some

it a child’s access. Provide one lockable cabinet

This storage area is

oom equipment,

ooks and pegboards

y storage of aprons

overhead cabinets or

 areas. A lockable cab

e children’s reach for

dications, cleaning

ed items. Medications

frigerator or food

d container.

ge 

uld be provided in the classroom for 

lothing and other personal belongings. This

n the storage area or in cabinets intended 

ould include a closet with a rod for hanging

nstalled above the rod.

7.7.11 Multi-Purpose and Motor Activity SpacesIf space is available, HSB suggests providing a versatile, large, indoor openarea for activities. A multipurpose space is especially important whenlarge-muscle activity typically occuring on a playground must take placeindoors because of poor climate. This indoor space also can be used forgroup gatherings or meetings. Note that use of multi-purpose space

should never be considered an adequate permanent substitute for playing outdoors. Play equipment should be considered carefullyto ensure that it can be used within the confinesof an enclosed room. Such a room may have features, such as sprinklers and pendant-hunglighting fixtures, which must be protected fromdamage. Windows are not as important a feature in multipurpose spaces as they are inclassrooms. However, natural lighting fromnon-breakable skylights is highly desirable andenergy efficient. It is wise to include movable partitions and a

carpeted raised area for dramatic play in the multipurpose space.Furthermore, locating the multipurpose room near the kitchen and including a pass-through can increase the versatility of the space. 

Head Start Design Guide 2005 97

Chapter Seven
the following architectural features and equip

reas:

 on walls and ceilings and consideration of

 between the multipurpose room and 

 If carpeted areas are desired to provide soft areas,

ould be used.

hable surface as a wall finish.

urfaces in fall zones.

ays for wheeled toys.

nt and supplies.

uired n some states, is used to temporarily isolate

 be taken home. Typically, if state licensing

 on a cot in an alcove adjacent to the center direc

 seclusion. If the sick bay is a separate space,

irector’s office or other program staff offices for

n. 

The sick bay should be near a toilet and include a cot or bed with a nightlight. This area should have simple, pleasant, finishes that are easy to cleanand lockable storage for first aid supplies. A bookshelf for the storage ofbooks and toys is appropriate, and a view of the exterior is recommended.

7.7.13 Service Spaces Spaces for service areas such as the kitchen, laundry, the janitor’s closet, anda telephone equipment room should be located at the rear of the facility nearthe service entrance and separate from children’s activities. These serviceareas should not be accessible to children with the exception of the kitchen.Major food staging and serving activities should be centralized in a kitchenarea. The kitchen should be near the Head Start classroom.Locating the multipurpose area near the kitchen makes it easier forchildren to use that space to work on cooking activities. This arrangementalso provides an area for group lunches and other gatherings that mayneed kitchen access.7.7.14 KitchenThe type of food service provided to the center affects the scope and sizeof the kitchen area. HSB does not recommend any standards, codes, orrequirements for full commercial kitchens with deep-fat fryers, ventilationhoods, and similar equipment. If the center includes a kitchen of this type,a food service specialist should be consulted as part of design services.

ide 2005

even
tchen with heavy-duty equipment that can

rming area for food or snacks and a staging area

. Large centers may have two kitchen areas. The

not design a commercial kitchen on a scale that

phisticated venting and hood-mounted fire

pecially in existing buildings, this type of com

 expensive modifications that could affect other

r instance, in a multi-story building, this type of

ngs through several floors as well as through the

t duct. 

ssible to service personnel, staff, and other

children will not be allowed in this space unless

escorted by an adult. The kitchen should be in a central location withaccess to the service entrance near the multi-purpose area and separatefrom the classrooms. Suggested components inclue:• A stainless steel, three-compartment, deep sink with required plumbing and hot and cold water connections located near the dishwasher

and include a gooseneck faucet.

• A separate hand-washing sink.• A garbage disposal with plumbing connections.• A floor drain.• A heavy duty, commercial-type dishwasher.• A commercial-type refrigerator with storage at or below 39.2°F and

freezer storage at or below -0.4°F. (Many centers will require tworefrigerators and one or two commercial freezers. This issue should beclarified during initial design meetings.)

• A microwave oven (but not for warming formula or baby food).• A convection oven and range.• A range.• Adequate deep counter space (2-foot minimum).• Closed storage for dry food, equipment, and supplies on wire 

metal shelves.

• A recycling bin.• Commercial style kitchen equipment with washable finishes such as

stainless steel.

Head Start Design Guide 2005 99

Chapter Seven
th a telephone.

d metal cabinets with accessible interior shelving.

rtops and washable, seamless wall surfaces made

ble, easily cleaned floor finish.

nish.

re stainless steel food carts 

entilation, and clearances .

azardous materials.

ilated storage off the floor for food not requiring

reas that is not exposed wood. Metal wire shelv

 for this purpose. 

ls and equipment off the floor in clean, dry, 

ation, and service areas placed in areas without

s above.

ets out of children’s reach with ground-fault

 wet areas.

nly be accessible to adults. They should be locat

er classrooms and convenient to food service

poses and to ensure adult-controlled access, the

e away from children’s areas and have lockable

d from inside. 

Ideally, the laundryrooms should be closeto exterior walls tominimize the run ofthe dryer exhaustvent to the exterior.Note that dryerexhausts contain combustible lint whichcan present a firehazard when theexhaust is excessive.Dryers must be vented separately and notcombined with other building exhaust systems.Recommended equipment includes:• A heavy-duty residential style washer and dryer.• Large centers may require additional equipment. • An electrical power outlet, venting, plumbing connections, floor drain,

deep sink, and millwork with closed, and lockable storage.

• A dishwasher to wash toys that are often soiled by children, if space

and budget allow.

• A counter for folding clothes and lockable wall cabinets for storage.

uide 2005

even
t

 use this space for storing janitorial supplies

uld include a mop sink with plumbing connec

mops, vacuums, and related cleaning supplies

hould have a lock, which can be opened from

he inside without a key and lockable cabinets

or cleaning supplies. Provide exhaust ventila

ion. Special fire safety and ventilation requirements can be found in Chapter 10.

Though isolated from children’s activity areas,

anitor’s closets and maintenance facilities

hould be designed for the convenience of the

staff. 

y from the potential impact of cleaning and

following should be considered:

ith separate outside exhaust; 

re chemical use occurs, as described in LEED

ixing dispensers to assure correct dilutions of

7.7.17 Service EntranceA key-access service entrance is needed by service personnel to deliverfood and supplies and for trash removal. This entrance should be accessible to maintenance and kitchen staff. Locate the entrance next to serviceareas and away from the front entry and children’s activity areas.

Head Start Design Guide 2005 101

Chapter Seven
/Electrical Telephone Equipment

estanding buildings, centers typically will be pro

rvice by a central plant. In freestanding buildings,

provided for mechanical or rooftop equipment. 

oftop equipment careful consideration should be

aintenance and roof support needed and the type

that this configuration entails. This caution is par

gions of the country with significant precipitation.

pment and systems that will have long-term oper

osts that are low.

ce should be centrally located and separate from

ough a dedicated telephone closet is not always

ded, it should have a lockable door not accessible

n be opened from the inside. Finishes may

d sealed concrete for the floor.

7.9 Design Features to AvoidA short list of undesirable center features follows. The list is notexhaustive:• Excessive areas of fixed carpet.• Sinks that are not deep enough.• Inaccessible shelving.• Excessive space devoted to lavatories such as separate areas for each

classroom instead of shared areas. If separate lavatories are provided,ADA-mandated wheelchair clearances must be included in each roomand this is not an economical use of space.

• Cubbies that line up facing the classroom waste precious classroom

wall space and create a chaotic visual impression.

• Solid interior doors that do not allow supervision.• Inadequate or improper storage creating crowded chaotic-looking

classroom environments. Note that large central storage rooms will notsolve a center’s storage problems. Instead, wall-mounted cabinets andclosets close to children’s activity areas in the classroom are essential.

• Diapering areas that face walls and do not allow supervision.• Ceiling-mounted institutional troffer-type fluorescent light fixtures

typical of office space that have no dimmers and poor color rendition.This type of poor lighting is often accompanied by a lack of adequatetask lighting.

• Using 90-degree or acute-angled walls where an obtuse angle would

be safer and easier to negotiate.

uide 2005

even
 high for children’s use or without risers to

w.

ors do not maximize efficiency. Corridors that

se of site configuration need areas available for

d socializing. 

ht.

ncludes over-stimulating, overly-bright, or dark

lors. Since these mistakes usually result from

e color chips, color choice should be based on

Head Start Design Guide 2005 103

Chapter Seven
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Chapter 8

Furnishings and EquipmentThis chapter provides suggestions regarding furnishingsand equipment for centers and includes references toapplicable codes and regulations.

Head Start Design Guide 2005 105
teria

l criteria for center furnishings and equipment:

use.

 use.

movable.

 appropriate.

if possible.

nstitutional impression.

, where appropriate.

 natural materials and contains minimal amounts

 other chemicals which may affect children, par

allergies.

dinated color schemes.

ent in the center shall meet all applicable codes

nthetic materials are used, use products made

d avoid finishes with polyvinyl chloride (PVC)

content to the extent possible. The following agencies and organizationshave established criteria pertaining to play equipment for all age groups ofchildren, and this criteria should be used as a reference:• Consumer Product Safety Commission • American Society for Testing and Materials (ASTM) for Juvenile

Products (1487-1-F 15.29, F1292-99,F1951-99,F2049-00, 36 CFR Part 1191)

Below is a reference list of ASTM requirements specific to a childcare center, including Head Start:• Chairs with high sides or foam nests for infant feeding - ASTM F-404• Cribs - ASTM F-966 and ASTM F-1169• Carriages/strollers - ASTM F-833• Gates/enclosures - ASTM F-1004• Hook-on chairs - ASTM F1235• Toy safety - ASTM F-963• Evacuation cribs are required for all infants and, depending on local

licensing, for young toddler groups (typically one for every four children). These special cribs must be of durable construction, narrowenough to pass through a 3 foot wide door, and have sturdy casterwheels approximately 4 inches in diameter, which allow one person toeasily roll the cribs over different indoor/outdoor surfaces. The evacuation crib must have the capability of supporting and transporting aminimum of five 18-month-old children weighing a total of 121 lbs.

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Eight
will be placed closest to the exit in the sleeping

unction as standard sleeping cribs.

storage space should be provided for items such

wheeled toys, and cots or mats for Head Start

esign process, the designer should obtain the

ize of equipment to be stored. 

ms should appear uncluttered when the classroom

t functional needs. A combination of low open

cabinets with doors, boxes, chests, hooks that do

height shelves, wall-hung cabinets, storage bags,

y be utilized. 

Codes and Standards

d components should comply with the applica

ents stated in the Head Start Performance

cal or state standards that apply. 

urniture

 upholstered with recycled fiber fabrics, such as

 containers. Textile materials that can be removed

re generally preferred over fixed materials.

8.1.4 ChemicalsVolatile Organic Compounds (VOC): Carpets must have been tested for VOCs and bear a green label from theCarpet and Rug Institute indicating that the carpet emissions are withinthe acceptable range. (See Section 9.3.2 for carpet requirements and Section9.3.1 for VOC and harmful ingredient restrictions for paint.)Formaldehyde: Formaldehyde is a known irritant. Products should contain less than 0.05 parts per million (ppm) of formaldehyde or have testedemission levels of formaldehyde lower than 0.05 ppm. Give preference toproducts made with zero added formaldehyde. Any product purchasedwith formaldehyde levels above 0.05 ppm must bear a label in accordancewith 29 CFR 1910.1048.EPA’s Agency-wide Multimedia Persistent, Bioaccumulative, and Toxic(PBT) Pollutants Initiative focuses on the following top priority PBTs:aldrin/dieldrin, DDT, DDD, and DDE, mirex, toxaphene, hexachlorobenzene, chlordane, octachlorostyrene, benzo(a)pyrene, alkyl-lead, mercury,and compounds, PCBs, and dioxins and furans. Only materials and equipment whose manufacturing processes are completely free of the abovechemicals should be used in Head Start facilities.8.1.5 SafetyShelving, tabletops, and counters should have 1/2-inch rounded edges.Furnishings in children’s areas that are 3 feet high or higher should besecured in place. Local codes may require all large furnishings to be

Head Start Design Guide 2005 107

Chapter Eight
 should be constructed of safety glass, acrylic, or

s

dren must be visible, accessible, and easy to use.

se and serve as space dividers as well as storage

ble with locking casters except where local codes

esigned to prevent climbing. Shelving open on

luttered, light appearance. The back of a shelving

’s art.

nt and toddler classroom should be soft and com

e where teachers can nurture children. Child

e upholstered or exposed frame chairs, foam

ed seating, or cushions and pillows. Bean bag pil

for infants, since infants can easily suffocate if

Chairs

be scaled to the child. The table height should be

for infants; 16 inches for toddlers; and 20 inches

d be 10 inches for toddlers and 12 inches for

ants and toddlers require high-sided chairs.

Seating should have backs and arms with a seat height of approximately 8 to 12 inches for Head Start children. Work surfaces or tables should have appropriate knee clearance for children in wheelchairs and should be 24 inches above the finished floor, 24 inches deep, and 30 inches wide. Top surface height should be a maximum of 2 inches higher than knee clearance and adjustable, if possible.8.1.9 CountertopsCountertops should be approximately 18 inches above the finished floorfor toddlers and 20 inches above the floor for pre-school children. Counterdepth should be 18 to 20 inches when accessed from only one side.Counters that children can access from both sides encourage socializationand should be at least 24 inches deep. 

uide 2005

Eight
Equipment

round equipment is to stimulate play and offer

ing children and minimizing hazards. Play

ile and allow opportunities to rearrange ele

 

mining quality in playground equipment are

e, safety, functionality, challenge, and appeal to

ould comply with the CPSC’s Handbook for

Refer to Appendix H for information on products

impact.

fety guidelines regarding playground equip

8-88 (Home Playground Equipment) and ASTM

ation and Maintenance, Materials, Terminology,

M 1487-95, PS 83-97, F1292 and the Consumer

n requirements. 

Public Health Association and American

he publication Caring for Our Children; National

ce Standards: Guidelines for Out-Of-Home Child

ularly Appendices 0-1 through 0-12, for recom

 equipment.

Major types of playground equipment are:• Slides• Tire swings• Climbing equipment• Sand and water tables• Playhouses• Benches with seating• Crawl-through structures• Tables with seating• Balancing equipment• Wheeled toys• Platforms/lofts• Trash receptacles

Head Start Design Guide 2005 109

Chapter Eight
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Chapter 9

Interior FinishesThis chapter provides a consolidated discussion of thetypes of finishes required in Head Start centers, establishesthe baseline finishes for walls, floors and ceilings, anddiscusses acceptable options.

Head Start Design Guide 2005 111
quirements

tmost importance, finishes shall meet all local or

tardant requirements. In addition, designers

and the off-gassing of materials. 

e vulnerable to toxic materials than adults, it is

llowing rigorous requirements:

ile organic compounds

a green label from 

nstitute indicating 

ions are within the

et meets the State of

ds. Adhesives should be

ve products available.

nvironmental Resource

 supplement.

 recyclable to reduce

ream.

iance with the GSA’s

or Public Buildings

s to flame spread ratings and smoke development. 

ucts should contain less than 0.05 parts per mil

dehyde or have tested emission levels of

than 0.05 ppm. Any product purchased with

formaldehyde levels above 0.05 PPM must bear a label in accordancewith 29 CFR 1910.1048. Provide chamber tests of materials to substantiate formaldehyde content. Give preference to products made withzero added formaldehyde. (See also Section 8.1.4 in Chapter 8.)

• Sequence the installation of finishes in a manner consistent with EPA’s

protocol for Environmental Requirements, Baseline IAQ and Materials,for the Research Triangle Park Campus, Section 01445. This will allow

adequate time in the construction schedule toventilate gas-containing materials prior to theinstallation of absorptive materials (carpet,acoustical tiles, and upholstered furniture). Innew centers, allow up to a month between theinstallation of materials that need to off-gas andthe occupancy of the center. Renovations shouldallow the maximum feasible time of one month

and no less than one week to off-gas. If necessary, use mechanicalmeans to ventilate the space once renovation is complete. 

• Durability, maintenance requirements, life cycle costs, appropriateness,

and aesthetics of materials must be considered when choosingfinishes. In addition, the selection should be environmentally sensitive. 

Consider the following:• Recycled content materials, following EPA’s Comprehensive

Procurement Guidelines (CPG), where possible.

• Locally manufactured materials, where possible, including locally

uide 2005

er Nine
w materials and/or

nd products, to

mpacts.

le harvested wood

nt of all wood materi

ry formwork as well

 components.

o-based materials

ade from non-wood

 materials.

onents have zero

tial.

esives, sealants,

RI Green Label carpeting and formaldehyde-free

rifiber products, where applicable.

erials, requiring minimal use of cleaning

t.

y to have a long life expectancy when installed

ecycled or are biodegradable after their 

home-like.” Small-scale finish materials, 

ically preferable to large pre-cast panels,

mension is more congruent with the size 

ould emphasize natural materials, and

harmonize a variety of textures, colors, andshapes.All construction should be designed for safe useby children and should comply with the following criteria:• Rounded (bullnose) outside corners (minimum radius 1/2 inch).• Non-toxic finishes.• Finished hardwood with eased edges to

reduce splinters.

• Slip-resistant floor coverings.• Sealed seams and joints for sanitary cleaning

and reduction of tripping hazards.

• No projecting connections.• Impervious finishes in wet areas.• Protective resilient fall zones under interior climbing equipment in

accordance with the Handbook for Public Playground Safety, USConsumer Product Safety Commission.

• Additional protection for gypsum wallboard, such as veneered plaster,

impact resistant wallboard, or fiberglass wall covering to “toughen”otherwise vulnerable surfaces in high use areas. 

Head Start Design Guide 2005 113

Chapter Nine
Texture

ve a great impact on children. The sense of touch

itive development, and color has far-reaching

9.2.1 Use of ColorOverstimulation and excited behavior can result from the overuse of astrong color scheme. The predominant color above the level of the wainscotshould be neutral. Stronger, more vivid colorsmay be applied on one wall in corridors andalong the rear walls of classrooms (opposite windows). Bear in mind that children’s clothing isusually much more colorful than that of adults,and their toys and art add a great deal of color tothe environment. Too little color is better than toomuch in an environment where childrenwill spend a great dealof time. Avoid complex patterns on wallsand floor coverings.Select colors appropriate to the activityusing color cues toidentify particularareas. Warm asopposed to brighthues are preferred.

uide 2005

er Nine
es on surfaces within reach of children,

oddlers. Soft textures promote relaxed and quiet

9.3 Types of Finish MaterialsThe following sections contain guidelines for finishes for floors, walls, andceilings and discuss issues to consider when selecting finishes.9.3.1 Wall FinishesPaint: Paint should be non-toxic with 200 grams/liter of VOC or less.

Consider paint which contains a minimum of 50 percent post-consumerwaste paint taken from community collections. In addition, it should belead and chromate free as defined by Department of Housing and UrbanDevelopment guidelines, and should not contain any of the EPA 17 chemicals. More information is available on

the Internet fromGSA’s Paints andChemicals Center at1-800-241-RAIN(7246) or GSAAdvantage! at the

following address: http://www.gsa.gov. 

High-build coatings: High-build coatings are

durable, can be scrubbed, and should be used inhigh-wear areas. Allow ample time to off-gas inprojects when specified.

Glazed coatings: Glazed coatings are appropriate for wet areas.

Head Start Design Guide 2005 115

Chapter Nine
ype II vinyl wall coverings are durable with

 Vinyl wall coverings

r and scrubbable. Allow

projects when specified.

onmental Resource

 for guidance on adhe

pically may require cor

minating at corners in a

hat corner guards have

ius bullnose. 

ical surfaces within

recommended, but they

uch as bulletin boards

azed ceramic tile is appropriate for wet areas, such

eramic tile is durable, non-porous, and easily

grout material is epoxy. Sound deflection can be a

f finish.

er boards and magnet boards may be provided

t or higher. Display systems requiring tacks

hould tape which may damage finishes. The

e available for display for each classroom should

high. Consider using art wax equipment, which

allows children’s art to adhere to finishes without clamps, tacks, or tape.

Mirrors: Provide shatterproof mirror surfaces,particularly in crawling and toddler areas.Install grab bars in front of mirrors for infantsand toddlers. Mirrors should be acrylic orreflective metal and mirror space for infantsand toddlers should be 6 feet long and 1.5 feet

high per classroom.

9.3.2 Floor FinishesCarpet: Carpet is

appropriate in quietareas and crawlingspaces. Fixed carpetover a large area is not

recommended since carpets can retain dust andother allergens to which many children are susceptible. The carpet selected should include ahigh-quality yarn system (currently type 6.6nylon) with inherent stain resistance; a minimum face yarn density of 5000; low-level loop orcut-pile construction (maximum pile height, 1/4

inch); a minimum of 10 stitches per inch; and an anti-microbial feature; a 6foot minimum width, and a backing system. The recommended backingsystem should be bonded permanently with a permanent moisture barrier

uide 2005

er Nine
applied adhesive with

esigner also should

h subtle flecks, pat

at do not accentuate

ironmental Resource

or environmental rec

with high vinyl content, a minimum 0.05-inch

rovide slip-resistant materials in wet areas. The

using material with subtle flecks, patterns, or

 not accentuate scuffs and wear. This material

ut adequate time to off-gas, as defined above. 

Resilient vinyl tile:Although this material is economical, itrequires higher maintenance than sheetvinyl. It is durableand can be scrubbedbut cannot form amoisture barrierbecause it has manyjoints. Linoleum: Linoleum

is a material without

the off-gassing problems associated with vinyl,is durable and can be used under the sameconditions as vinyl.

Fluid-applied flooring: This material can be

costly but is durable, easily cleaned, and cancreate a moisture barrier. However, it also can

result in an undesirable, institutional appearance. This material should notbe used without adequate time to off-gas.

Sealed concrete: Sealed concrete is economical and appropriate for hardsurface areas. With an appropriate admixture, stain, and finish, it can

Head Start Design Guide 2005 117

Chapter Nine
ions. Non-slip surfacing on the reverse side of

sistant tile: Ceramic mosaic slip-resistant tile is

ve for wet areas.

9.4 CeilingsBecause acoustical ceiling tile is economical, most children’s areas use thistype of tile, 0.8 to 1 inch thick, for effective acoustical ceiling treatment.When the ceiling is too low and fluorescent fixtures are integral with theceiling, 2x2 feet fixtures render a less institutional appearance and offergreater flexibility. The designer should consider the benefits of incorporating other materials such as gypsum board bulkheads and soffits, as well asa variety of lighting that produce a more home-like environment.

uide 2005

er Nine
ppropriate in areas with soffits, ceiling height

as. Gypsum board is not recommended for ceil

ess is required for plumbing, air conditioning,

Exposed structural ceiling elements provide children with an interestingenvironment and may increase the perceived height in low spaces. Thiscan require acoustical treatment such as the addition of acoustical baffles.Luminous ceilings should not be used in areas occupied by children.Ceiling tiles should have high recycled content varying by manufacturerand style. Ceiling tiles should be of high (80 percent minimum) lightreflectance to enhance the lighting quality of interior spaces. Limited use ofmirrored ceiling tiles is encouraged over an activity area (2 meter squaredmaximum per classroom).

Head Start Design Guide 2005 119

Chapter Nine
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Chapter 10:

Technical CriteriaThis chapter provides technical criteria for fire protection,security, accessibility and the electrical, plumbing, lighting,heating, and cooling systems throughout the center. The chapter also covers testing for hazardous materials. 

Head Start Design Guide 2005 121
tion, Safety and Environmental Issues

rotection, environmental, and safety requirements

us national codes and standards. Compliance with

al or state codes and standards is mandatory. 

des and Standards

d renovation projects, HSB requires compliance

nized model building codes or with state building

 stringent. However, for all new construction and

xit requirements of the National Fire Protection

Safety Code must be met instead of exit require

del building code. See section 10.1.3.

t

the NFPA Life Safety Code shall be used instead

e national model building code.

Head Start centers using the Life Safety 

least two means of exit through protected corri

re separations. The center should have at least one

he outside, and two exits for each floor unless

er arrangement.

Mount panic hardware on exit doors a maximum of 3 feet above the finished floor or as required by local codes.Provide both audible and visual fire alarm signals. In addition to firealarms sounding in the center, any fire emergency should be announced onthe central building panel or a 24-hour manned security post. See the mostcurrent editions of NFPA 72 Chapter 5 and UL 1971 for requirements onaudible and visible alarms.No common path of travel shall exceed 75 feet.The distance between any room door intended as an exit access and an exitshall not exceed 100 feet.The distance between any point in a room and an exit shall not exceed 150 feet. The distance between any point in a room and an exit shall not exceed 150 feet.Each classroom and activity room shall be provided with one direct exit tothe outside if at all possible in Head Start buildings.Center doors shall be arranged so that they open readily from the exit sidewhenever the center is occupied. Locks shall not require the use of a key, atool, or special knowledge or effort for operation from the exit side. All

uide 2005

pter Ten
 meet the requirements of the latest edition of

 if local codes do not require other arrange

to locate the entire center on the ground level

her an outside wall with window access to the

h window access. Centers adjacent to a court

d fire exit out of the courtyard to an area of safe

are located on the floor above the level of exit,

hould be housed there. In no instance shall any

ated higher than the floor above the level of

be located below an exit, unless the entire

lers, and the local fire authority approves the

ents should ensure safe exit in the event of fire. 

be separated from other occupancies depending

djacent occupancy. In no case should the separa

m of a one-hour fire-resistant-rated wall with

on rating of not less than 20 minutes. A fire

munications system should be installed in all cen

ents of the NFPA Standards No. 70, NEC, NFPA

ation, Maintenance, and Use of Protective

2E, Standard on Automatic Fire Detector. The

 local and state fire safety requirements. In the

stringent requirements should apply.

Adjacent hazardous areas, e.g., a boiler room without sprinklers, shall beseparated from the center by a minimum two-hour fire-resistant-ratedwall with self-closing doors and a fire protection rating of not less than90 minutes.Adjacent hazardous areas, e.g., a boiler room with sprinklers should beseparated from the center by a minimum one-hour fire-resistant-ratedwall with self-closing doors and a fire protection rating of not less than45 minutes.The center should be protected by an approved supervised automatic system using quick-response sprinkler heads throughout. Sprinklers shouldhave guards in areas such as multipurpose rooms where there may be ballthrowing activities.An approved supervised smoke detection system should be located in thesleeping and napping areas of the center. Smoke detectors should beinstalled in all areas of the center, especially in unoccupied areas includingclosets and closed space. This provision increases flexibility, since it allowsthe location of sleeping and napping areas that require smoke detection tobe changed.When screened operable windows are used, window guards should beinstalled to protect children from falling through the screens.

Head Start Design Guide 2005 123

Chapter Ten
can affect space planning. HSB suggests treating

ding and play yards as a controlled filter with only

blic access and exit. All other service and

ould be controlled with access limited to author

ld be visible by center staff located inside.

ea adjacent to the entry and director’s office.

red by security personnel.

e that a child is unable to leave the center without

ff. For instance, the designer should avoid placing

 public sidewalk and be mindful of the ability of

rs.

thin the center, safeguarding them from outside

 them from hazards to the fullest extent possible

 measures. HSB recommends that systems

rical power, and a conduit to protect electrical

ired. All security alarms should report either to an

ral monitoring station or to both as an audible

Security equipment may include a perimeter security alarm system, video surveillance for entrance doors and vestibules, and an announcement system for main entrance doors. The following should be provided: • A video camera at the entry/exit doors is recommended when the cen- ter entrance cannot be seen by the building security staff or if a securi- ty risk assessment prescribes video monitoring at the entrance. • Announcement at the entry door • An electronic security system, including alarms, cameras and hard- ware. Monitors should be at the director’s office and should have cov- ers to conform to the ADA requirement to lower mounting heights for fire pulls and duress alarms while also minimizing children’s access to them. • A keypad at the entry door for authorized entry to the center without relying on other staff for assistance or monitoring and suitable for use by the disabled. • Alarms at all entry points and delayed alarm locks at exit doors. Exit doors not intended for children’s use should be equipped with elec- tronic magnetic locks. • Duress alarms if prescribed by a security risk assessment. • Audible and visible emergency alarm signals.

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ss to and within the center should comply with

urrent edition of the Uniform Federal

FAS), the final rules of the Americans with

y Guidelines (ADAAG), and local accessibility

 ensure that there is an accessible route to all

efer to Appendix A.

ay wish to examine the standards for buildings

hild care facilities. The standards were issued

clude scoping and technical requirements for

such buildings. The standards are available via

-board.gov/rules/child.htm or from the

dren with disabilities follow: 

nimum clear width of aisles and corridors for

is 3 feet with a passing space of 5 feet provided

 2.7 feet wide with a 5- foot-deep landing 

ps, gates, and doors. Doors through which

pass to reach an exit should have a minimum

• Forward and side reach: Maximum high reach should be 35 inches and

minimum low reach should be 20 inches.

• If space is available slope and rise: 1:16 to l: 20 is preferred; the maximum should be 1:12.• Curbs should have cuts that comply with UFAS requirements.• Drinking fountain controls should be front or side operable, and the

spout should be a maximum of 29.5 inches above the finished floor.Knee clearance space should be 16 inches above the finished floor, 18inches deep, and 30 inches wide.

• At least one side bar and one grab bar should be provided in an accessible location in the children’s toilet areas. Follow the most recent

requirements established by ADAAG.

Head Start Design Guide 2005 125

Chapter Ten
eservation

building included in or eligible for inclusion in

Historical Places (NRHP), or if the center or its

ble, close proximity to such a building, the center

pond to, and respect the use and character of the

e historic preservation officers must be contacted if

d to historic structures.

gs, structures, or properties should comply 

nterior’s Standards for Rehabilitation and Guidelines

Structures (current edition) and the Fire 

oric Buildings (August 1989) jointly written 

 on Historic Preservation and the General

10.5 AcousticsAcoustical concerns include (1) controlling exterior noise entering thespace; (2) modulating and controlling the transfer of interior noise generated within the space; and (3) controlling the transfer of noise between thecenter and adjacent tenants.10.5.1 Control of Exterior NoiseMinimizing exterior noise is typically required only when the center isadjacent to or near airport flight paths, major highways, or busy rail lines.If proximity to high levels of noise is unavoidable, acoustical measuresmay be necessary. Maximum acceptable noise levels depend on which areaof the center is subject to the noise and whether the sound is continuous orintermittent. Suggested maximum acceptable noise levels at the center’sexterior follow:Outdoor play yards:• Continuous: 70 dBA• Intermittent: 80 dBACenters with sleeping and quiet areas placed next to outside walls:• Continuous: 60 dBA• Intermittent: 65 dBA

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quiet areas protected by and not located along

s, acoustical treatment may be necessary. Under

ecommends the following:

zing should be acoustically laminated glass with

45 with an air space of 2 to 4 inches.

glazing and thermal glazing are not effective in

be high-quality commercial doors with an STC

an acceptable but more costly solution.

terior Noise Generated within the Space

mmercial construction, other provisions are nec

trol within a center:

hould be installed throughout the center except

ugs or permanently installed carpet should be

aces. Carpet may be particularly effective in

.

• Acoustical panels should be installed where appropriate.• Baffles, banners, and fabrics should be considered in the design to help

absorb sound generated within a center.

10.5.3 Controlling the Transfer of Noise Inside the SpaceMaintaining low noise levels in sleeping, napping and quiet areas isimportant. The following methods can be used:• Extend interior partitions to the structure above the ceiling. Partitions

may be single- layer gypsum wallboard and should have cavity insulation and be completely caulked at the top and bottom.

• Use solid-core doors for openings into noisy areas.• Use fabrics and baffles to absorb sound.• Provide acoustical baffles in all ductwork that penetrates sound-attenuating partitions.• Avoid back-to-back electrical outlet boxes. 

Head Start Design Guide 2005 127

Chapter Ten
the Transfer of Sound to Adjoining Areas

ers and adjacent office spaces is recommended

nvolve considerable expense, since not only

lated but also should be continued to the struc

d ceiling. Joints may require complete caulking.

nings should be placed in walls adjoining other

 be provided in all ductwork that penetrates

ons.

10.6 Windows, Doors, and Hardware10.6.1 WindowsNatural light into the interior, visual access from the interior to the outside,and visual access within the center are important in environments forchildren. Windows should be provided from classrooms to the outside,between classrooms, and from classrooms to circulation paths.Both children and adults should be considered. The height and scale ofwindows, type of glass, clear view, control of light, and safety factorsshould be weighed. At a minimum, the designer should provide an exteriorwindow for every classroom. In interior areas for children, the designshould allow optimal access to light and view via clerestories, sidelights,windows, and clear lite-doors with safety glass. Children’s spaces have a total window area of at least:• Eight percent of the floor area of the room, if windows face south

directly to the outdoors.

• Ten percent of the floor area of the room, if windows face east or west.• Fifteen percent of the floor area of the room, if windows face north.• Twenty percent of the floor area of the room, if windows are not on an

exterior wall. These windows should be oriented to capture the maximum natural light. Toilets, kitchen areas, laundry areas, multipurposerooms, offices, conference rooms, lounges, and storage rooms do notneed windows if the design cannot accommodate them

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frames, anchorage to supporting walls) on the

should be designed to mitigate the hazard of

f glass flying into occupied space because of an

ign should balance the features of the glazing,

with the capacity of the supporting structure to

e. Horizontal window muntins (horizontal mul

d between 2 feet and 3.6 feet above the finished

e used for climbing. 

at children’s viewing height above the floor.

hts for children are 1.5 feet above the finished

e the finished floor for toddlers, and 2.5 feet

pre-school children. Planning sill placement

e floor is undesirable because placing furniture

would block the view and light. For the same rea

ihood of drafts, glass to the floor is undesirable.

glass lower than 3 feet above the finished floor

or be constructed of safety-grade glass or poly

ed with a vision strip. If cost permits, wire glass

 approved alternative. All glazing should be

not recommended except when matching exist

on project.

 to protect children from falling through the

rable windows are used.

10.6.2 Standards for Safety GlassThe standards for safety glass follow:• Consumer Product Safety Commission, 16 CFR, Part 1201, Safety

Standards for Architectural Glazing.

• ANSI Z97.1, Safety Performance Specifications and Methods of Testing

for Safety Glazing Materials Used in Buildings.

• Operable windows may be mandatory to provide for rescue and/or

ventilation. All operable windows should have draft deflectors,screens, and safety locks, to prevent children from falling through thewindows. Exterior window glazing should be insulated glass. Interiorwindows should not be insulated, although interior spaces requiringacoustical separation may employ laminated glazing.

• Interior glass should not present a safety risk for children and should

comply with code. Use only glass that will not break in areas near children’s activities or glass that will not harm children or puncture skinwhen it breaks.

• All exterior windows in children’s areas should have light control and

energy conservation features either by exterior or interior methods. Innew construction, either exterior overhangs, low-E-glass or bothshould be included in areas of the country with a warm climate. Theyshould prove cost effective over the life cycle of the building and maywell justify a higher first cost, particularly in elevations with excessiveheat gain. Overhangs are desirable but should not restrict natural lightexcessively, especially during winter months. In addition, simpleblinds, shades, or draperies also should be used where it is important

Head Start Design Guide 2005 129

Chapter Ten
heat gain. Valances may be used to provide color,

nd a non-institutional appearance. 

napping and sleeping areas may require window

 direct sunlight, and the staff should have the

window treatments. Light levels in all rooms,

ooms, should be sufficient to provide visual obser

om adjoining spaces. All blind cords should be

s reach.

uld include the following features:

t and child viewing height except on doors to

s of doors in paths of exit at a minimum of 3 feet

ovement.

wing in the direction of emergency exit toward the

h doors, because children’s fingers can be injured

oung children are vulnerable to injury when they

ges. Inexpensive devices that fit over hinges are

 be used to ensure safety.

xit doors in centers. Since this hardware is accessi

rs should consider installing alarms on doors

ion hardware for emergencies. The designer

hat require the maximum amount of force

and applicable codes.

10.6.4 Door HardwareAll door hardware should comply with UFAS. Lever types appropriate foruse by the disabled should be used on all door locks, latch sets and on theopposite side of a door leaf with a panic hardware device. To preventinjury, all doors should have rate-restrictor closers. Doors accessible to children should have hardware operable from both sides using componentswith smooth edges and no sharp protrusions. Door openings intended foradult use only should have hardware installed at adult height. Panic hardware should be mounted per code. All exit doors should be equipped with appropriate emergency hardware.Doors to the exterior not used by children should have electronic magneticlocks that operate in an emergency. Consider an electronic strike releasewith a keypad or a card reader and remote release for main entrancedoors. Keypads and card readers must meet UFAS standards. 10.6.5 MountingThe following standards apply for mounting plumbing fixtures, mirrors,and paper towel dispensers:• Flush controls should be mounted 20 to 30 inches above the finished

floor on the wide side of toilet areas.

• Toilet paper dispensers should be mounted 14 inches above the finished floor within children’s reach.• The sink top should measure 22 inches above the finished floor with a

minimum clearance of 19 inches for knee space.

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vatories may be fitted with sanitary and energy

ontrols, but the designer should ensure that these

o local licensing. Faucet controls mounted on the

 surface should be no more than 14 inches from

unted over the sink with the bottom edge no

s above the finished floor. One full-length mirror

th the bottom edge a maximum of 18 inches

r. All mirrors should be shatterproof.

s should be mounted beside or close to the

f any kind within children’s reach should have

10.7 PlumbingThe following plumbing features are important:• Provide paper towel and soap dispensers without serrated edges at 

all sinks. 

• Provide easily reached clean-outs for waste piping.• Provide a shut-off valve for each fixture so that maintenance procedures do not affect multiple plumbing facilities.• Provide a floor drain in each toilet for children, in the laundry, and in

each water play activity area.

• Provide hot water supplies accessible to children with a controlled

temperature not to exceed 105° F, unless local regulation requires otherwise. Provide a hot water supply to the dishwasher.

• Provide drinking fountains with a mouth guard and an angled jet with

a spout height of no more than 21 inches above the finished floor.

• Check drinking fountains to ensure they are not contributing to high

levels of lead or asbestos in water.

• Use lead-free solder for domestic water piping.

Head Start Design Guide 2005 131

Chapter Ten
entilation and Air Conditioning

f the children and adults in the center are of

der the following standards for temperature 

 and Humidity Levels

ty should be maintained within selected ranges.

easured at lower than normal heights above the

ildren. Children spend a great deal of time on the

ortant to control temperature and avoid drafts.

aximum insulation of floors (depending on the

g perimeter insulation of floor slabs. Heating sys

r slab are not recommended because of problems

exibility. 

nes for acceptable temperature and humidity

e the finished floor):

5 percent minimum relative humidity

8°F and 50 percent maximum relative humidity

ostats should be located at least 3 feet above the

nitor the temperature at a child’s level. The opti

ntrol is zoned, and it should be appropriately

t activity areas. Infant areas may be more comfort

n at 1-3 degrees warmer temperatures than other

E needs to consider this issue and make recommendations for the optimal solution to heating and cooling distribu- tion during the concept development stage. Thermostats should be accessible to the center director or other designated staff members. 10.8.2 Ventiliation In addition to heating and cooling equipment, a humidifier/dehumidifier may be needed to meet suggested levels. Each space should be supplied with a minimum of 15 liters per second of outside air for each occupant to control odors. None of this air is to be returned to the rest of the building. To ensure comfort levels, the air motion in the occupied space should not exceed 8,000 mm per minute. There should be proper exhaust venting for a range and clothes dryer. It is wise to consider noise level, service, and efficiency when locating equipment. Whenever possible, HVAC should be separate from the other building systems. Apart from other advantages, this will facilitate better filtration of the dust and molds to which many children are particularly sensitive. Air diffusers can be used to minimize drafts. 

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er Ten
Cooling Safety Issues 

are suggested:

ic fans.

 use flames to the outside and supply them

tion air.

nits hotter than 109.4°F are inaccessible to

s or other barriers.

10.9 LightingWell-considered lighting for each activity area is a key element in creatinga home-like environment in Head Start centers. The quality of light shouldremind children of a home environment. To achieve this effect, use broadambient lighting for large-muscle activity areas, task lighting for manipulative activities, and lower light levels for quiet and sleeping areas. The amount and orientation of natural light should be considered in thedesign. Variation in light levels up to a maximum of 500 lx is acceptable inrooms with poor natural lighting capability. See Table 10.9 for the minimum suggested light levels for various functions. 

Head Start Design Guide 2005 133

Chapter Ten
REMENTS

Natural Light Lighting in lux 

View 250-350

View 250-350

100 - 350

View 500

300 - 500 (dimmable)

View 500 (dimmable)

500 (dimmable)

150-250

250-350

300 - 400

300 - 500

300 - 400

400 - 500

300 - 500 

300 - 500 (dimmable) 

300 - 500

Natural light 250-500 (quiet areas dimmable)

Natural light 300-1000 (quiet areas dimmable)

Natural light 300-1000 (quiet areas dimmable)

Natural light 300-1000 (quiet areas dimmable)

300 - 500

300 - 500

Natural light 300 - 500

Natural light 500 - 1000 (dimmable)

50 - 500 (dimmable)

300 - 500

300 - 500

300 - 500

300 - 500

In addition, the following should be provided:• Use 500 lux (lx) on children’s work surfaces for reading and 

close work.

• Use 250 lx ambient light for class and play areas with additional task

lighting up to 500 lx provided where appropriate.

• Ensure that light is capable of being dimmed in a range of 500 lx to 

50 lx for sleeping and napping areas.

• Use 100 lx in stairs and corridors.• Install dimmable light fixtures in classrooms and nap rooms. • Light levels in all rooms, including sleeping rooms, should be maintained at a sufficient level to allow observation of the space from adjoining spaces. Lighting should be used to emphasize areas, designate

boundaries, create a pleasant environment, or support a certain activity. 

When using fluorescent lighting, electronic ballast light fixtures are recommended. Their high-frequency cycles avoid perceptible flickering andallow dimming. Fluorescent lamps should have a color temperature of4,100 degrees Kelvin with the highest possible color-rendering index (CRI).Minimum CRI should be 80 or greater to enhance the center’s environmental quality. If there is adequate ceiling height, use better quality reflected,ambient lighting from pendants or recesses instead of troffer-style downlight fluorescent fixtures. 

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nsure that children, who are at a far lower van

id looking directly into the light source which

use of the glare. If troffer use is unavoidable, a

lic louver are recommended. Provide dimmable

as and in all classrooms. Task lights, such as

ial-type pendant fixtures, should be used for

e work. 

gning lighting. Use devices such as dimming

g, adjustable directional fixtures, and pendant

ork areas. Consider using specialized lighting to

ght to create excitement and variety, and high

gned for physical activity. Food preparation

that have shielded or shatterproof bulbs. 

erior can be controlled with adjustable blinds,

indow coverings. Window treatments on interior

r visibility.

 lighting for a building will allow safe exterior

y.

tterproof lenses or covers.

10.10 ElectricalConsideration for the safety of children and future electrical needs is critical. Defining data, equipment, and communication requirements inadvance may prevent the need to expand electrical capacity in the future.10.10.1 Electrical Safety IssuesIf there are other applicable codes and standards deemed more stringentthan the safety standards listed below, the more stringent standards should apply.Outlets in areas accessible to children must be tamper resistant as definedby NEC Article 517-18c. Outlets that are within children’s reach should bemodified to avoid any possibility of electrocution. An alternative is tolocate them out of children’s reach at least 4.3 feet above floor level.No electrical outlet should be located within 6.2 feet of a water sourceunless it is protected by an approved ground fault circuit interrupter.Computer cables should be encased in conduits or channels. No cables or wires in the center should have enough slack present to riskstrangulation of a child. Locate tamper-proof outlets 4 inches above the finished floor wherevercounters are provided for adult use and at computer stations.

Head Start Design Guide 2005 135

Chapter Ten
s with sharp metal edges should be installed in

ed by children.

ding resistance-heating elements, should be

e to children. 

electing and locating telephone sets and other

 entanglment in the device’s wires and cords. The

blinds with pull cords. Such wires, cords, and

above the floor and out of children’s reach. 

quirements

outlets at intervals of approximately 13 feet. 

outlet per wall on walls less than 10 feet wide.

wer outlets for kitchen and laundry areas for a

nge, garbage disposal, and washer/dryer.

uit TV cameras at all entrances and exits.

e additional monitor location in the staff area.

ents and provide for the installation of the follow

hed doors, security alarms, and intercom systems.

ply for a TV, a VCR, audiovisual equipment, tele

ers for staff and children’s areas.

tors in each closet or enclosed space.

10.11 Lead-Based PaintTest all existing painted surfaces in the center interior and playgroundequipment for lead-based paint following Department of Housing andUrban Development (HUD) guidelines. Exterior paint in any area that children may access must be tested. All detected lead-based paint must beabated using HUD procedures and re-tested to ensure compliance.Please refer to Lead-Based Paint: Interim Guidelines for Hazard Identificationand Abatement in Public and Indian Housing, 1990 (HUD).

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er

on projects that involve plumbing, conduct

 water used by the center for lead when the

oject is accepted. At a minimum, water in

d should be tested annually, using guidance in

on Agency pamphlet Lead in School’s Drinking

anuary 1989. If the lead exceeds safe levels, the

t not be used, and mitigation actions must be

10.13 AsbestosSurvey the center (or the area anticipated to house the center) for the presence of asbestos-containing materials. An asbestos abatement and controlprogram must be implemented if asbestos is present. Asbestos-containingmaterials that are damaged or subject to disturbance should be abated inaccordance with regulatory requirements and guidelines. In a limited area of the country with highly acidic drinking water, wateralso may contain asbestos. This is considered a lesser hazard thancrumbling asbestos found in buildings. Nevertheless, tests should beconducted and, if the drinking water supply shows the presence ofasbestos, it should be eliminated as a hazard. (See Raising Children ToxicFree, referenced in the “Selected References” section of the Guide.)

Head Start Design Guide 2005 137

Chapter Ten
ys, test the center for radon in the air using alpha

 ion chambers. If radon levels are at, or exceed, 

rective actions must be taken immediately

radon if the drinking water is obtained from a non

ronmental Protection Agency guidelines shall be

bed in Radon in Water Sampling Manual

). If radon levels are at, or exceed, 300 picoCuries

er supply must not be used and mitigation actions

ly followed by re-testing.

10.15 Off-GassingAllow a new center to “air out” before occupancy. The schedule of workshould provide ventilation for off-gassing of new synthetic materials for 30 days.10.16 CO2 MonitoringProvide the capacity for permanent carbon dioxide monitoring, includingoperational set point parameters to prevent indoor CO2 levels fromexceeding outdoor levels by more than 700 parts per million (ppm), asdescribed in LEED Version 2.0.

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Head Start Design Guide 2005 139

Appendix AAccessibilityThis Appendix is included primarily to aid non-designprofessionals in understanding accessibility requirements.Architects and engineers should consult the latest ADAAGand UFAS regulations.

Note that the following information is in feet and

inches because the codes and regulations that theyreference are expressed in that manner. If the contract callsfor drawings to be in metric, it is the A/E’s responsibilityto express all dimensions metrically.
mum clear width of aisles and corridors for chil

et with passing space of 5 feet provided at least

event audible signals greater than 90dbo to

in young children. 

ERATING MECHANISMS

Maximum high reach is 35 inches; minimum low

at comply with UFAS requirements.

le but not so easily that young children could

t doors must be operable only by adults.

ng out of classrooms should be installed as high

FF. Hardware on doors to toilets serving the class

s practical for the age group. Minimum door

 5-foot deep landing area in front of all ramps,

ors providing evacuation cribs access to exits, the

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DRINKING FOUNTAINSDrinking fountain controls are front or side operable. The spout should bea maximum of 29.5 inches above the finished floor. Clearance under theunit is not required if clear floor space for a parallel approach is provided.Also, provide a clear floor space of 30 inches x 48 inches to allow a child ina wheelchair to approach the unit facing forward.ELEVATORSElevator controls should be installed as high as possible so that young children cannot interfere with their operation.FAUCETSFaucets on children’s lavatories may be fitted with sanitary and energyconserving automatic controls, but the designer must ensure that thesedevices will be acceptable to local licensing authorities before specifyingthem. Faucet controls mounted on the face or rim of counter surfaceshould be no greater than 14 inches from the leading edge.
TING AND TABLES

 tables used primarily by Head Start and Early

e age 5 are not required to be accessible if

ovided.

 and tables shall be 26 inches to 30 inches above

quired, it shall be at least 24 inches high, 30

deep. Clear floor space also must be provided. 

with a gripping surface shall be provided a maxi

e floor. Elements of the adult handrail shall not

s handrail. Nine inches must be provided

nt entrapment.

ORS

tart children and Early Head Start children are

or apron clearance if a side parallel approach 

over the sink with the bottom edge no higher

finished floor. Provide one full-length mirror

ximum of 18 inches above the finished floor. 

rproof. 

Head Start Design Guide 2005 141

Appendix A

RAMPSMaximum slope and rise is 1:16; a slope and rise of l: 20 are preferred ifspace is available. The maximum is 1:12.SIGNAGEChildren’s signs shall be mounted a maximum of 40 inches above the floor.SINKSSinks used by Head Start and Early Head Start are not required to haveknee or apron clearance if a side parallel approach is provided.SPACE ALLOWANCE AND REACH RANGESCirculation surfaces leading to play events in the play yards shall accommodate wheelchair access and use.Improper reach ranges create unsafe situations in Head Start and EarlyHead Start centers. Electrical plugs, switches, fire alarm pulls, intercoms,etc. fascinate children. These devices must be kept away from curioushands. The maximum side reach for an adult in a wheelchair is 54” from a side approach. Although 60” is preferred, 54” will keep most children safe.
 should not be accessible to children.

ccessible to children shall be located at 20 inches

nished floor.

t hooks, or shelves shall be located 36 inches to 

ve the finished floor.

major issues in Head Start centers. Children

within a broad range of ages but at an average age

e, they are diapered. Until the age of 5 or 6, toilets

assroom, where children learn proper health

y designed Head Start centers have toilets directly

m not multiple toilets as used in elementary

g problem in Head Start classroom design is the

ions to every toilet room. BOCA Code states that

designed for children’s use are not required to be

et rooms will be located between two classrooms. 

lush valve prevent the placement of a grab bar

grab bar may be placed (offset) to the wide side.

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TOWEL DISPENSERSTowel dispensers should be mounted beside or in close proximity to thesinks. No dispensers within a child’s reach should have serrated edges. WATER CLOSETSToilets shall be sized for the intended age. Children’s toilets should have (at a minimum) one-side grab bar in thechildren’s toilet area. In areas designated as accessible, there should be two grab bars on each side plus one on the back wall. In all cases,follow the most recent requirements established by ADAAG.Flush controls should be mounted 19.5 inches to 29.5 inches above thefinished floor on the wide side of toilet areas.Toilet paper dispensers should be mounted 13.5 inches above the finishedfloor within children’s reach.
Head Start Design Guide 2005 143

Appendix BHead Start Centers and Sustainable DesignGreening Head Start CentersAs designers and planners learn more about the effects the environmenthas on the learning and attention, they realize that the built environment isa concern. Buildings can turn their backs on their surroundings anddepend on mechanical and electrical systems to create comfort, or they canbe designed to work with the site and natural systems and become healthyand productive places. This approach, called sustainable design, provideshuge benefits to children, staff, community, and the environment at large. The grantee and Design Team will benefit from addressing the complexissues of sustainable design for Head Start centers. Perhaps in no otherbuilding type, other than private homes, are the benefits of green designmore applicable and timely. The care and nurturing of the nation’s childrenwho are preparing to enter school are of major importance.There is an abundance of data from research on K-12 children. The parallels to pre-school children are compelling since the benefits of green designmay be even more effective for pre-schoolers. Research has shownimproved test scores, increased attentiveness and higher attendancebecause of daylighting factors and natural ventilation. This research has
borated in different parts of the country. The evi

 light provides better visual acuity for 3D objects,

or pre-school children. Daylight also stimulates

hrough the pituitary gland resulting in better

 behavior.

ibutes to these benefits. Fresh air combined with

static indoor environment into an environment

hythms. This in turn results in a more stimulating

n also contributes to improved indoor air quality

health and attendance. 

ms in schools has been poor indoor air quality

 levels of asthma and "sick building" syndrome.

or pollutants have an even higher potential for

hool children. Today, Americans spend up to 90

oors, and pollution concentrations are frequently 2

ose outdoors.

ated and cooled and the designs used to modu

e a marked effect on indoor air quality. Coupled

s used, especially the indoor finishes, design has

ect. 

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Following are some of the design solutions and systems that support thegoals of green building:• Effective and comprehensive daylighting design may be the single

most important design issue for spaces for children. Differentspaces, locations, and site conditions require different approaches todaylighting and designers should be aware of the options. Benefits todaylighting include potentially reduced cooling requirements andreduced artificial lighting requirements. 

• Green roofs, cool roofs, sunshades all contribute towards reduced

energy requirements and can benefit Head Start grantees by reducingtheir operating costs. 

• Using green materials with low or no Volatile Organic Compounds

(VOCs) can help restore good indoor air quality. Such materials can befound for most finishes, paints, caulks, carpeting, flooring, wall coverings, and other surfaces.

• Flushing out buildings prior to occupancy can improve air quality.• Installing operable windows in schools and child care centers increases air circulation. (Over the last 15 years these windows have almost

disappeared.) 

• Effective landscaping for control of water run-off, shading, and

cooling.

• Carefully designing parking and providing access to public transportation.
ess of preparing children to learn by carefully

rounding areas. There is another reference to

planning in Section 2.3 of Chapter 2. Grantees

storic Preservation restrictions where applicable

itating an existing facility. Head Start’s Facilities

on Course is available on a CD-ROM and has

rocedures for dealing with historic preservation.

Head Start Design Guide 2005 145

Appendix B

appreciates the contributions to this

Hellmuth, AIA, hellmuth + bicknese archi

i .
 C 

eau Central Office and 

ffices

d Start Bureau contacts Web page

e following information:

hhs.gov/programs/hsb/

tm

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CENTRAL OFFICEUS Department of Health and Human ServicesAdministration for Children and FamiliesAdministration on Children, Youth and FamiliesHead Start Bureau330 C St., SWWashington, D.C. 20447202-205-8572ACF REGIONAL OFFICES REGION I(Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont)ACF - BOSTON Government CenterJFK Federal Building, Room 2000Boston, MA 02203 617-565-1020
uerto Rico, and the Virgin Islands)

4

umbia, Maryland, Pennsylvania, Virginia, and

all, West, Suite 864

Head Start Design Guide 2005 147

Appendix C

REGION IV(Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina,South Carolina, and Tennessee)ACF – ATLANTA61 Forsyth Street, SW, Suite 4M60Atlanta, GA 30303404-562-2900REGION V(Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin)ACF – CHICAGO233 North Michigan, Suite 400Chicago, IL 60601312-353-4237REGION VI(Arkansas, Louisiana, New Mexico, Oklahoma, and Texas)ACF – DALLAS1301 Young Street, Suite 914Dallas, TX 75202214-767-9648
 and Nebraska)

276

orth Dakota, South Dakota, 

or

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REGION IX(Arizona, California, Hawaii, Nevada, American Samoa,Commonwealth of the Northern Mariana Islands, Federated States of Micronesia, Guam, Marshall Islands, and Republic of Palau)ACF - SAN FRANCISCO50 United Nations PlazaRoom 450San Francisco, CA 94102415-437-8400REGION X(Alaska, Idaho, Oregon, and Washington)ACF – SEATTLEBlanchard Plaza2201 Sixth Ave., Suite 600Seattle, WA 98121206-615-2557
n and Families

Native Branch

n and Families

ch

Head Start Design Guide 2005 149

Appendix C
 D

Conversions

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The list below includes Metric to English conversions used in the Guide.GIVEN MULTIPLY BY TO OBTAIN LengthCentimeters 0.0328 FeetCentimeters 0.3937 InchesFeet 0.3048 MetersFeet 304.8 MillimetersInches 25.4 MillimetersInches 2.54 CentimetersInches 0.0254 MetersMeters 3.28084 FeetMeters 39.37 InchesYards 0.9144 MetersAreaAcre 4046.87 Sq. metersHectares 2.471040 AcresSquare centimeters 0.155 Sq. inchesSquare meters 10.76 Sq. feetSquare feet 0.0929 Sq. metersSquare inches 645.16 Sq. mmVolumeCubic centimeters .06102 Cu. inchesCubic feet 0.028317 Cu. metersCubic inches 16.38 Cu. cmCubic meters 1.38 Cu. yardsCubic yards 0.7645 Cu. metersGallons, US 3.7854 LitersLiters 0.26417 Gallons
MULTIPLY BY TO OBTAIN

2.2046 Pounds

0.4535 Kilograms

907.2 Kilograms

14.22 Lb/sq. inch

0.0205 Lb/sq. foot

4.8824 Kg/sq. meter

0.0703 Kg/sq. centimeter

0.672 Lb/foot

1.49 Kg/meter

0.0624 Lb/cu. foot

16.02 Kg/cu. meter

1055 Joules

0.293 Watts

0.0004719 meter3/second

2119 Ft3/minute

15,580 Gallons/minute

(- 32) x 5/9 Fahrenheit degree

(32) x 9/5 Celsius degree

Head Start Design Guide 2005 151

Appendix D
 E

gram Performance Standards

Space Use

ead Start Program Performance

R Part 1304, are relevant to 

ited apply to fixed, built-in 

summary of the official guidance

re applicable. 

Performance Standard 1304.21(a) (5) (i) (5) In center-based settings, grantee and delegate agencies must promote eachchild's physical development by providing sufficient time, indoor and outdoor space, equipment, materials and adult guidance for active play andmovement that support the development of gross motor skills.Performance Standard 1304.22(e) (6) Potties that are utilized in a center-based program must be emptied intothe toilet, cleaned, and disinfected after each use in a utility sink used forthis purpose.Performance Standard 1304.53(a) (1) (a) Grantee and delegate agencies must provide a physical environment andfacilities conductive to learning and reflective of the different stages ofdevelopment of each child. Guidance: There should be developmentally appropriate indoor and outdoor environments that are safe, clean, attractive, and spacious. Indoor environments include floor coverings and soft elements such asrugs and cushions; an open area on the floor allowing for the safe movement of infants and toddlers; a configuration of existing space that promotes individual and group activities; and low, open shelves, which allowchildren to see and to select their own materials. 

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ude a variety of surfaces, such as soil or sand

sy, and hard areas for wheeled toys; areas of

r portable shade equipment; a variety of equip

balancing, and digging; areas for individual and

rd 1304.53(a) (2)

cies must provide appropriate space for the con

es.

 doors, gates, counters, and walls to keep food

from other areas; cribs and cots for infants and

feet apart. There should be space for children

day and cannot be sent home; there should be

m activities and support functions, including

staff belongings, food preparation, janitorial

parent activities.

rd 1304.53(a) (3)

by the grantee and delegate agencies must be

reas that can be recognized by the children and

ctivities and social interactions.

uld be divided into functional areas, using child

ving; low walls; large pillows; mats; or platforms

as. Space for preschool children and older todHead Start Design Guide 2005 153

Appendix E

dlers is arranged to facilitate a variety of large group, small group, andindividual program activities. Active or noisy areas are separated from inactive or quiet spaces. Activity areas are near necessary resources. (Forinstance, art areas are near water.)Indoor traffic patterns should keep preschool children from running, yetenable them to move easily between areas. Playgrounds should be laid out to ensure clearance space from walkways,buildings, and other structures, and to avoid crowding in any one area.Outdoor separate space should be provided for each type of activity -throwing or kicking balls, climbing hills, digging, and using stationaryplayground equipment.Performance Standard 1304.53(a) (4)The indoor and outdoor space in Early Head Start or Head Start centers inuse by mobile infants and toddlers must be separated from general walkways and from areas in use by preschoolers.Guidance: Mobile infants and toddlers must be kept away from surfacesand equipment that may injure them. Carpeting should be well padded,secure, and clean.Performance Standard 1304.53(a) (5)Centers must have at least 35 square feet of usable indoor space per childavailable for the care and use of children (i.e., exclusive of bathrooms,
s, and storage places) and at least 75 square feet of

e per child. 

 and cots should be at least 3 feet apart. If less

essible outdoor space is available per child, a

m meeting the 75-square- foot room requirement

 This indoor space should accommodate activities

se interior spaces must be ventilated with fresh

t be opened.

chool yard, park, or playground that is safe, clean,

ater and toilet facilities may be provided in lieu of

.

dard 1304.53(a) (6)

ted by Early Head Start and Head Start grantee

t meet the licensing requirements of 45 CFR

dard 1304.53(a) (7)

encies must provide for the maintenance, repair,

 Early Head Start and Head Start facilities, materi

areas must be free of broken glass, stones, sharp

oisonous plants, brush or high grass, and ice and

snow accumulations. There should be a system to monitor entry into thebuilding. Staff should check the facility regularly for damage or other conditions that present hazard to children (e.g., plumbing, electrical, structuralproblems). Leases and rental agreements should specify the propertyowner’s responsibilities for maintenance and repairs. A facility that isunsafe, unclean, or otherwise in disrepair will be suspended from use.

Performance Standard 1304.53(a) (8)Grantee and delegate agencies must provide a center-based environmentfree of toxins, such as cigarette smoke, lead, pesticides, herbicides, andother air pollutants as well as soil and water contaminants.Guidance: The facility must work with health officials to determineinspections that are conducted for environmental hazards such as asbestos,radon, and formaldehyde. Inspection and removal of any environmental orhealth hazards should be by certified or licensed contractors.Performance Standard 1304.53(a) (9)Outdoor play areas at center-based programs must be arranged so as toprevent any child from leaving the premises and getting into unsafe andunsupervised areas. En-route to play areas, children must not be exposedto vehicular traffic without supervision.Guidance: Streets crossed should be clearly marked by traffic lights andhave marked crosswalks. Fences or other physical barriers should beinstalled to separate the outdoor play areas from vehicular traffic and other

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physical barriers should be high enough and

 prevent children from exiting the area. When a

ea, it should be enclosed with a fence that is high

 constructed of materials that can prevent chil

ce. The rooftop must have an approved fire

loading areas must be safely configured.

rd 1304.53(a) (10)

cies must conduct a safety inspection, at least

h facility's space, light, ventilation, heat, and

ts are consistent with the health, safety, and

ildren. 

measures (e.g., absence of flammable materials,

cted and fully charged fire extinguishers, smoke

teries, exits, and evacuation routes) must be in

be lead-free. Inspections should be conducted

and surfaces, electrical outlets, water supply, toi

lities, diaper and changing areas, ventilation

e and waste disposal systems. Adaptations to

ith the Americans with Disabilities Act.

rd 1304.53(a) (10) (i)

tems are necessary, there is a safe and effective

m that is insulated to protect children and staff

Head Start Design Guide 2005 155

Appendix E

Guidance: Safe cooling and heating systems should be checked by staff orby other appropriate professionals to ensure that tribal, state, and locallaws are followed. Heating and cooling units should be vented properly.Radiators, hot water pipes, and similar equipment should be screened orinsulated to prevent burns and other injuries. Heating units, includingbaseboard heaters hotter than 110 degrees Fahrenheit, should be inaccessible to children. Electric space heaters that are UL-approved should beplaced in locations inaccessible to children and at least 3 feet from curtains,papers, and furniture. These heaters also should have protective coveringsto prevent injury. Portable open-flame and kerosene space heaters andportable gas stoves may not be used. Electric fans must be inaccessible tochildren. Heating and ventilating equipment should be professionallyinspected annually, or immediately after there is a concern or malfunction.An inspection should verify that the equipment is properly installed,cleaned, and maintained.Performance Standard 1304.53(a) (10) (ii)No highly flammable furnishings, decorations, or materials that emit highly toxic fumes when burned are used.Guidance: Agencies are to follow state, tribal, and local licensing regulations and the guidelines of the U.S. Consumer Product Safety Commissionregarding the flammability of materials, furnishings, and equipment.
dard 1304.53(a) (10) (iii)

ngerous materials and potential poisons are stored

age facilities separate from stored medications and

nly by authorized persons. All medications includ

ff and volunteers are labeled, stored under lock

ecessary, and kept out of the reach of children.

erials, detergents, aerosol cans, pesticides, medica

used in lawn-care treatments, and other toxic

d in their original containers and entirely separat

children's reach. Medications must be under lock

ctive caps, labels, and be stored away from food

e.

dard 1304.53(a) (10) (iv)

rovide emergency lighting in the case of 

y lighting regularly. Light fixtures should contain

bulbs. The facility should not have sodium or

ce they produce toxic fumes. In case of power

uit breaker panels are to be readily accessible to

e circuits clearly labeled. Lights used in places

 ceiling should not be unnecessarily harsh, bright,

Performance Standard 1304.53(a) (10) (v)Approved working fire extinguishers are readily available.Guidance: Agencies should support fire prevention by:Determining the size, type, placement, and number of fire extinguishers tobe installed by consulting with the fire marshal or an insurance companyfire loss prevention representative, and by examining local building andfire codes.Placing fire extinguishers in accessible locations and making staff aware oftheir precise locations.Providing staff with training on how to use fire extinguishers and postinginstructions for their use on or near the extinguishers themselves.Servicing fire extinguishers annually and tagging them with the service date.Performance Standard 1304.53(a) (10) (vi)An appropriate number of smoke detectors are installed and tested regularly.Guidance: Smoke detectors are to be placed throughout the facility, nomore than 40 feet apart, and in accordance with the manufacturer's instructions. Smoke detectors and evacuation procedures are to be tested monthly.

uide 2005
eplaced annually. The facility should comply

quirements in state, tribal, or local building

installation and testing of the fire alarm system

al, or local licensing requirements.

rd 1304.53(a) (10) (vii)

d evacuation routes are clearly marked and

safety outside is unmistakable.

d ensure the safe evacuation from the facility by

tions of the National Fire protection Agency

estion that exits have a minimum width of 36

structed and not padlocked or chained shut

 exit doors are to operate easily and open out

utes should be examined and approved by

early marked. Monthly fire and evacuation

. The facility should have enough evacuation

e to evacuate infants, toddlers, and children

ot walk on their own, and smooth ramps on

d strollers can be wheeled. There are to be at

r of a building, each of which leads to an open

rd 1304.53(a) (10) (viii)

ses are cleaned daily and kept free of undesir

als and conditions.

Guidance: There are to be outward-opening, self-closing doors, closedwindows, screening and curtains, and any other effective means to prevententrance of flies or other airborne insects. Basement windows used forventilation and all other openings to a basement or cellar should not permit the entry of rodents. Each foundation, floor, wall, ceiling, roof, window, exterior door, basement, cellar hatchway or other opening is to befree from cracks and holes. Trash and garbage containers are to be placedin designated areas. Play areas should not provide shelter or a breedingground for pests.

Performance Standard 1304.53(a) (10) (ix)Paint coatings on both interior and exterior premises used for the care ofchildren do not contain hazardous quantities of lead.Guidance: Qualified professional assistance should be obtained for testingsurfaces (exterior and Interior) painted prior to 1978 for lead levels of 0.06percent or more. If professional inspection reveals paint with excessive leadlevels, agencies are to obtain qualified professional assistance in removinglead-contaminated paint, or the area is to be refinished with lead-free,encapsulate paint or other locally approved, nontoxic materials. Sanding,scraping, or burning of high lead surfaces should be strictly prohibited, andthe agency is to ensure that no paint containing hazardous quantities is everused. Products containing lead are to be replaced immediately.Agencies with concerns about lead paint should seek the assistance of theLead Poisoning Prevention Program at the Centers for Disease Control and

Head Start Design Guide 2005 157

Appendix E
orgia, or Environmental Protection Agency (EPA)

evelopment (HUD) authorities.

dard 1304.53(a) (10) (x)

d maintenance of playground equipment and sur

bility of injury to children.

nd playground equipment is to be designed,

maintained with the children's safety in mind so

pose the threat of serious falls and will not pinch,

or any part of a child's body or clothing. All play

e installed in strict accordance with the manufac

hock-absorbing materials, and equipment is to be

ground. The agency is to consult the U.S.

 Commission to insure proper surfaces surround

nt and to verify if any recalls of equipment have

 be situated so that the clearance space allocated to

oes not encroach on that allocated for another piece

uipment, such as swings, is to be located toward

ay area, or the space is to be designed in another

om running into the path of the equipment.

dard 1304.53(a) (10) (xi)

le to children prevent shock through the use of

e installation of child protection outlets, or the use

Guidance: Agencies are to prevent shocks by insuring that all electricalequipment and appliances are properly grounded and that all electricalcords are in good condition and placed out of the reach of children. Allelectrical outlets are to be covered with child-resistant safety covers, unlesschildproof electrical outlets are installed.

Performance Standard 1304.53(a) (10) (xii)Windows and glass doors are constructed, adapted, or adjusted to preventinjury to children.Guidance: Windows and glass door panels in rooms used by children areto have safety guards (e.g., rails or mesh), or are to be constructed of safety-grade glass or polymer. Windows that can be opened are to be equippedwith childproof devices that do not block natural light, and screened whenopen so children cannot pass through the windows or become stuck in anyway. All glass doors are to be marked with opaque tape or other materials.Performance Standard 1304.53(a) (10) (xiii)Only sources of water approved by the local or state health authority are used.Guidance: Agencies are to ensure that their facilities are supplied withpiped running water that is under correct pressure and from a sourceapproved by the Environmental Protection Agency (EPA) or by the state,tribal, or local health authority, and that provides an adequate watersupply to every available fixture. When water is supplied by well or other

uide 2005
is to ensure that it meets all applicable federal,

h standards, and that the local health depart

ves it. The agency is to keep documentation of

file.

rd 1304.53(a) (10) (xiv)

acilities are adequate, clean, in good repair, and

Toileting and diapering areas must be separated

g, eating, or children's activities.

ensure that the following guidelines are met:

 are to be provided at a ratio of roughly 1 to 10

children. A maximum toilet height of 11 inches

 height of 22 inches are recommended. (Step

 used where toilets or hand-washing facilities

o be easily opened by children from the inside

be accessible to each classroom and group 

 for rinsing soiled clothing or for cleaning toilet

A separate sink is provided for washing and sanitizing mops and cleaning equipment.Diapering areas are not to be located in dental hygiene or food preparationareas and are never to be used for the temporary placement or serving of food.Diapering areas are to be separate from adult bathrooms.Changing tables should have impervious, nonabsorbent, clean surfaces,and be sturdy, at an appropriate height for adults to work at when standing, and equipped with railings.Storage areas are to be close to or within diapering areas for clean diapers,wipes, gloves, and other supplies.Hand-washing sinks are to be adjacent to the diaper changing tables.

Performance Standard 1304.53(a) (10) (xv)Toilet training equipment is provided for children being toilet trained.Guidance: Child-sized toilets, safe step aids that can be sanitized andmodified toilet seats (where there are only adult-sized toilets) should beused in all facilities. If child-sized toilets, step-aids, or modified toilet seatscannot be used, potty chairs that are easily sanitized are to be provided fortoddlers, preschoolers, and children with disabilities who require them.

Head Start Design Guide 2005 159

Appendix E
st be located nearby.

dard 1304.53(a) (10) (xvi)

aste is disposed of through a locally approved

ge and trash are stored in a safe and 

 kept away from children's indoor and outdoor

orage and preparation of food. Raw or treated

harged on ground surfaces.

dard 1304.53(a) (10) (xvii)

made for children with disabilities to ensure their

cipation. 

to be accessible to persons with disabilities by

 such as ramps and railings, wider pathways, and

ilets, sinks, and drinking fountains. The physical

ntained in a consistent and stable manner for chil

ng problems. Appropriate space is to be provided

quire individual therapy or activities.

dard 1304.53(b) (1)

ency must provide and arrange sufficient equip

d furniture to meet the needs and facilitate the

and adults. 

Performance Standard 1304.53(b) (1) (i)Equipment, materials, and furniture are supportive of the specific educational objectives of the program:Guidance: (If fixed) A variety of climbing structures and steps as well asother structures that are safe for exploration are provided. In outdoor environments, a variety of materials are provided as well asequipment and structures for climbing, riding, pushing, pulling, and digging. Materials should be offered that extend indoor activities to the outdoors.Performance Standard 1304.53(b) (1) (ii)Equipment, materials and furniture are supportive of the cultural and ethnic backgrounds of the children.Guidance: Materials used should demonstrate acceptance of each child'sgender, family, race, language, and culture. Environments should be established and maintained to support the culture of the children. The outdoorarea safely should utilize the natural environment, adding culturally relevant structures and materials when possible.Performance Standard 1304.53(b) (1) (iii)Equipment, materials, and furniture are age-appropriate, safe, and supportive of the abilities and developmental level of each child served, withadaptations if necessary for children with disabilities.

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sted programs, including Head Start, must be

isabilities, including staff, parents, and children.

ry building or part of a building must be physi

gram services as a whole must be accessible.

program services available are required if alterna

of classes or moving to different rooms, are not

dren, communication boards, computers, and

evices may be helpful. Surfaces are to ensure

bilities and promote their learning. Staff is to

hysical disabilities have chairs and other pieces of

and type for their individual needs as they grow.

rd 1304.53(b) (1) (iv)

furniture are accessible, attractive, and inviting

als are to be easily accessible on low shelves

y themselves. Materials are to have interesting

s that invite play, exploration, and learning.

s to be child-sized, age-appropriate, and adapt

ipment and materials should be selected and

hoices.

Performance Standard 1304.53(b) (1) (v)Head Start equipment, materials, and furniture are designed to provide avariety of learning experiences and to encourage each child to experimentand explore.Performance Standard 1304.53(b) (1) (vi)Head Start equipment, materials, and furniture (fixed) are safe, durable,and kept in good condition.Performance Standard 1304.53(b) (1) (vii)Head Start equipment is stored in a safe and orderly fashion when not in use.Guidance: Each activity area is to have its own storage space. As muchspace as possible should be reserved for children's use by storing materialsin locations not used by children. Children must not be able to pull overbookcases and shelves. Outdoor equipment is to be stored in a shed orother enclosed storage space to protect these items and to keep the outdoorarea free from clutter.

Head Start Design Guide 2005 161

Chapter One
 F

Construction and 

jects

eers, contractors, and managers 

rojects use specific terms, 

nitions. Those involved in center

y wish to be familiar with 

minology. 

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emove material.

nducted by a purchaser (or his or her agent) to

devices, or equipment delivered conform to the

tions or the product supplied by the vendor.

ach, e.g., a road, street, or walk.

sical contact, as by means of an easily removable

he building structure or finish materials.

e, appliance, or piece of equipment; removal of

milar obstruction may be required.

urement equal to 43,560 sq. ft. or 4,046.85 sq. m.

equals 640 acres.

viation for addendum.

t to bidding documents issued prior to the sub

pose of clarifying, correcting, or adding to the

sued. 

, a room, a wing, or other expansion to an exist

onstruction that increases the height or floor

g or adds to it, such as a porch or attached

to the contract sum by a change order.

Additional services: The professional services that may upon the owner's

request or approval be rendered by the architect in addition to the basicservices identified in the owner-architect agreement.

Additive alternate: An alternate bid in an addition to the same bidder's

base bid. Same as alternate bid.

Administrative authority: The individual, official, board, department,

council, or leader established and authorized by a political subdivision created by law to administer and enforce the provisions of the code.

Advertisement for bids: The published public notice soliciting bids for a

construction project. Most frequently used to conform to legal requirements pertaining to projects to be constructed under public authority, andusually published in newspapers of general circulation in those districtsfrom which the public funds are derived.

A/E: Abbreviation for architect-engineer.Agent: One who is empowered to enter into binding transactions on

behalf of another person

Agreement form: A document setting forth in printed form the general

provisions of an agreement with spaces provided for inserting specific datarelating to a particular project.

Head Start Design Guide 2005 163

Appendix F
 turn-key job.

g.

unt stated in the bid to be added to or deducted

ase bid if the corresponding change in project

als and/or methods of construction is accepted.

nt: The contractor's written request for payment

eted portions of the work. This may include, if

materials delivered and suitably stored pending

he work.

n or estimate (preferably by a qualified profes

market or other value, cost, utility, or other attrib

ty.

ials, equipment, or methods approved by the

ork as acceptable as an equivalent in essential

 equipment, or methods specified in the contract

ned and experienced in the design of buildings

pervision of all aspects of the construction of

Architect-engineer: An individual or firm offering professional services

as both architect and engineer. This term generally is used in governmentcontracts, particularly those involving the federal government.

Area method: A method of estimating the probable total construction cost

by multiplying the adjusted gross floor area by a predetermined cost perunit of area.

Base bid: The amount of money stated in the bid as the sum for which the

bidder offers to perform the work, not including that work for which alternate bids also are submitted.

Base services: The services performed by an architect during the following five phases of a project: schematic design; design development; construction documents; bidding or negotiation; and contract administration.Bid: An offer to perform the work described in a contract at a specifiedcost, a complete and properly signed proposal to do the work.Competition for a job based on lowest cost to do the work. Bids generallyare cost specific, based on the cost of labor, materials, profit, and overhead.Bids are normally not negotiated and cannot be changed once accepted bythe owner. Bids are time sensitive and are generally good for 30 to 60 daysafter the bid opening.Bid bond: A form of bid security executed by the bidder as principal and

by a surety.

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hed by the owner or the architect for the receipt

a bid for a prime contract with the owner, as

who submits a bid to a prime bidder. A bidder

cific project until a contract exists between him

rtisement or invitation to bid, instructions to

the proposed contract documents, including any

ceipt of bids. 

hase: The fourth phase of the architect's basic

petitive bids or negotiated proposals are sought

 contract.

ndar period beginning at the time of issuance of

contract documents and ending at the pre

hose documents providing information and

d conditions for the submission of bids. They

ders or advertisement for bids, instructions to

nd sample forms.

Bid form: A form furnished to a bidder to be filled out, signed, and submitted as his bid.Bid guarantee: Same as bid security.Bid opening: The opening and tabulation of bids submitted by the prescribed bid time and in conformity with the prescribed procedures.Bid price: The sum stated in the bid for which the bidder offers to perform the work.Bid security: The deposit of cash, certified check, cashier's check, bank

draft, money order, or bid bond submitted with a bid and serving to guarantee to the owner that the bidder, if awarded the contract, will executesuch contract in accordance with the bidding requirements and the contract documents.

Bid time: The date and hour established by the owner or the architect for

the receipt of bids.

Bona fide bid: A bid submitted in good faith, complete and in prescribed

form which meets the conditions of the bidding requirements and is properly signed by someone legally authorized to sign such bid.

Bond: A financial guarantee by a surety company that work will be completed as described in a contract.

Head Start Design Guide 2005 165

Appendix F
ndication of a contractor's credit rating.

use: A provision in a construction contract for pay

ntractor for completing the work prior to a stipu

against the contractor for failure to complete the

date.

thematically closed diagram of the completed

 site, reflecting dimensions, compass bearings,

e: A specialized form of property insurance to

of construction. Also property insurance.

ion of rules and regulations adopted by authori

urisdiction to control the design and construction

epair, quality of materials, use and occupancy, and

dings within their jurisdiction.

member of a building department, usually of a

ts construction to determine if it conforms to both

uilding code and the approved plans.

Building permit: A written authorization to an applicant for a specific

project allowing him to proceed with construction; granted by the authorized agency, a tribe, or local municipality having jurisdiction after planshave been filed and reviewed.

Cash allowance: An amount established in the contract documents forinclusion in the contract sum to cover the cost of prescribed items not specified in detail, with provision that variations between such amount and thefinally determined cost of the prescribed items will be reflected in changeorders appropriately adjusting the contract sum.Certificate for payment: A statement from the architect to the owner confirming the amount of money due to the contractor for work accomplished, or for materials and equipment suitably stored, or both.Certificate of insurance: A memorandum issued by an authorized

representative of an insurance company stating the types, amounts, andeffective dates of insurance in force for a designated insured.

Certificate of occupancy: A document issued by governmental authority

certifying that all or a designated portion of a building complies with the provisions of applicable statutes and regulations, and permittingoccupancy for its designated use. 

Change order: A written order to the contractor signed by the owner and

the architect issued after the execution of the contract, authorizing a

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djustment in the contract sum or the contract

by the contract document. It may add to, sub

e of work. A change order may be signed by the

e has written authority from the owner.

ecifications stipulating the use of specific prod

rovision for substitution. Same as base bid

dopted within a political jurisdiction that pre

table levels of the design, construction, installa

materials, components, devices, items of equip

building, or building system and/or subsystem.

cal document setting forth standards of good

aterials and trades.

uction bond, contract bond: The guarantee of

contractor will perform and deliver the work

mbrances and liens.

ontract documents, the date of substantial com

Comprehensive general liability insurance: A broad form of liability

insurance covering claims for bodily injury and property damage whichcombines under one policy coverage for all liability exposures on ablanket basis and automatically covers new and unknown hazards thatmay develop. It automatically includes contractual liability coverage forcertain types of contracts.

Comprehensive services: Professional services performed by the architect in addition to the basic services in such related areas as project analysis, programming, land use studies, feasibility investigations, financing,

construction management, and special consulting services.

Conditions of the bid: Conditions set forth in the instructions to bidders,

the notice to bidders or advertisement for bids, the invitation to bidders, orother similar bid documents prescribing the conditions under which bidsare to be prepared, executed, submitted, received, and accepted.

Conditions of the contract: Those portions of the contract documents

which define, set forth, or relate to the following: contract terminology; therights and responsibilities of the contracting parties and of others involvedin the work; requirements for safety and compliance with laws and regulations; general procedures for the orderly prosecution and management ofthe work; payments to the contractor; and similar provisions of a general,non-technical nature.

Head Start Design Guide 2005 167

Appendix F
ten consent of the surety on a performance bond

al payment bond to contract changes, such as

ons in the contractor's retainage, final payment, or

ontract changes.

-site work done in building or altering structures,

ugh completion, including excavation, erection,

tallation of components and equipment.

ompletion bond.

he sum established by the owner as available for

t, or the highest acceptable bid.

cost of all the construction portions of a project.

pon the sum of the construction contracts and

costs. It does not include the compensation paid

ultants, the cost of land, right-of-way, or other

act documents as being the responsibility of the

ts: The working drawings and specifications.ts phase: The third phase of the architect's basic

e architect prepares from the approved design

 for approval by the owner, the working drawings and specifications and the necessary bidding information. In this phase the architect also assists the owner in the preparation of bidding forms, the conditions of the contract, and the form of agreement between the owner and the contractor. Construction inspector: Same as project representative. Construction loan: A loan to a builder for a short-term, financing of con- struction prior to permanent financing. Construction management: The special management services performed by the architect or others during the construction phase of the project, under separate or special agreement with the owner. This is not part of the architect's basic services, but is an additional service sometimes included in the comprehensive services. Construction phase - administration of the construction contract: The fifth and final phase of the architect's basic services, which includes the architect's general administration of the construction contract. Consultant: An individual or organization engaged by the owner or the architect to render professional consulting services complementing or sup- plementing the architect's services. Contract: A legally enforceable promise or agreement between two or more persons.

uide 2005
The duties and responsibilities of the architect

nstruction phase.

ompletion bond.

te of agreement.

se documents that comprise a contract, includ

greement, conditions of the contract, plans

tions, all addenda, modifications, and changes

ms stipulated as being specifically included.

person designated as the official representative

with specific authority to act on behalf of the

with the project.

ertakes responsibility for the performance of

ng the provision of labor and materials, in accor

fications and under a contract specifying cost

ion of the work; the person or organization

 the work and identified as such in the owner

orecast of construction cost, as opposed to 

by the contractor for a project or a portion of 

Contractor's liability insurance: Insurance purchased and maintained by

the contractor to protect him from specified claims which may arise out ofor result from his operations under the contract, whether such operationsare by him, by any subcontractor, or by anyone directly or indirectlyemployed by either, or by anyone for whose acts the contractor or subcontractors may be liable.

Contractor's option: A provision of the contract documents under which

the contractor may select certain specified materials, methods, or systemsat his own option, without change in the contract sum.

Contractor's proposal: Same as bid.Contract sum: The price stated in the owner-contractor agreement, which

is the total amount payable by the owner to the contractor for the performance of the work under the contract document. This can be adjusted onlyby a signed change order.

Contract time: The period of time established in the contract document

pursuant to other agreements between the parties, or by operation of law,within which the work must be completed.

Contractual liability: Liability assumed by a party under a contract by

express language, implication, or operation of law. 

Head Start Design Guide 2005 169

Appendix F
as schedule of values.

ritical path method.

PM, a system of project planning, scheduling,

nes all relevant information into a single master

blishment of the optimum sequence and duration

the interrelation of all the efforts required to com

ct and includes the efforts critical to timely com

dated damages.

 date stated on the face of the agreement. If no

he date on which the agreement is actually

, or it may be the date established by the award.

to as the contract date.

t of the work: The date established in a notice to

e of such notice, the date of the agreement, or

by the concerned parties.

mpletion: The date certified by the architect when

 portion of the work is sufficiently complete in

ract documents so the owner may occupy or use

 intended.

Debt service: The periodic payment of a loan, including both accrued

interest and a portion of the principal.

Deduction: The amount deducted from the contract sum by a 

change order.

Deductive alternate: A substitute bid resulting in a deduction from the

bidder's base bid. This is the same as an alternate bid.

Deed: Any duly attested, written document executed under seal and

delivered to effect a transfer, bond, or contract, such as a conveyance ofreal property or interest in the property.

Deed restriction: A limitation on the use of land, which is set forth in a

deed conveying the restrictions.

Defective work: Work not complying with the contract requirements.Demolition: The systematic destruction of a building, all or in part.Deposit for bidding documents: Monetary deposit required to obtain a

set of construction documents and bidding requirements, customarilyrefunded to bona fide bidders on return of the documents in good condition within a specified time.

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n for a building. The architectural concept 

d by plans, elevations, renderings, and 

ase: The second phase of the architect's basic

architect prepares the design development docu

gs and other documents to fix and describe the

ntire project, including structural, mechanical,

erials, and such other essentials as may be

also submits to the owner a further statement of

 as structural design documents.

struction costs: A forecast of construction costs

detailed analysis of materials and labor for all

d with an estimate based on current area, vol

rance: Insurance protection for the employer

es for damages which arise out of injuries 

e course of their work and which are based 

e rather than on liability under workmen's

Engineer: A person trained and experienced in the profession of

engineering; a person licensed to practice the profession by the authorityin the area.

Engineering survey: A survey conducted to obtain essential informationfor planning an engineering project or developing and estimating its cost.Environmental design professionals: The professionals collectively

responsible for the design of man's physical environment.

Environmental impact statement: A detailed analysis of the probable

environmental consequences of proposed federal legislation, major federalactions, or large-scale construction making use of federal funds likely tosignificantly affect environmental quality; such a statement is required bythe National Environmental Policy Act of 1969.

Estimate: Same as detailed estimate of construction costs. Same as statement of probable construction costs. Same as contractor's estimate.Extended coverage insurance: Same as property insurance. Facility: The building(s), playground(s), parking area(s), and campuswhere the program or construction site is located.Field supervision: That portion of the architect's supervisory work done

at the construction site.

Head Start Design Guide 2005 171

Appendix F
wner's acceptance of a project from the contractor

architect that it is complete and in accordance

ments. Final acceptance is confirmed by making

erwise stipulated at the time of making such pay

ompletion of work and all contract requirements

nal review of the project by the architect prior to

ertificate for payment.

t made by the owner to the contractor of the

the contract sum as adjusted by change orders

hitect of the final certificate for payment, 

rage insurance: Same as property insurance.

ion cost: The maximum allowable cost of the

ablished in the agreement between the owner and

nstruction budget.

sed when work is ordered to be done without

mp-sum or unit- price cost thereof, and is to be

bor, materials and equipment, insurance, taxes,

ntage for overhead and profit.

General conditions: That part of the contract document that sets forth

many of the rights, responsibilities, and relationships of the partiesinvolved. Same as conditions of the contract.

General contract: Under the single contract system, the contract between

the owner and the contractor for construction of the entire work. 

General contractor: The prime contractor who is responsible for most of

the work at the construction site including that performed by the subcontractors.

Generally accepted standard: A specification, code, rule, guide, or

procedure in or related to the field of construction that is recognized andaccepted as authoritative.

Guarantee: A legally enforceable assurance of the quality or duration of a

product or of work performed.

Guaranteed maximum cost: An amount estimated in an agreement

between the owner and contractor as the maximum cost of performingspecified work on the basis of cost of labor and materials plus overheadexpense and profit.

Guaranty bond: Same as bid bond. Same as labor and material payment

bond. Same as performance bond. Same as surety bond.

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Appendix F
ems of work to be completed or corrected by 

ter completion of the work and during the war

nstructions contained in the bidding require

ubmitting bids for a construction project. Same

ation of competitive bids. The term usually is

th private construction projects, but also may be

cts, for the purchase of supplies or other goods,

ale of property. Same as advertisement for bids.

ers selected by the architect and the owner as

bids will be received.

 as work.

nstruction project.

e as superintendent.

Labor and material payment bond: A bond of the contractor in which a

surety guarantees to the owner that the contractor will pay for labor andmaterials used in the performance of the contract. The claimants under thebond are those having direct contracts with the contractor or any subcontractor.

Landscape architect: A person trained and experienced in the design and

development of landscapes and gardens.

Land survey: A survey of landed property establishing or reestablishing

lengths and directions of boundary lines. Land boundaries are usuallydefined by ownership, commencing with the earliest owners through successive ownerships and partitions.

Latest start date: The latest possible point in time by which an activity

must be started if the project is not to be delayed.

Letter of intent: A letter signifying an intention to enter into a formal

agreement, usually setting forth the general terms of such agreement.

Liability insurance: Insurance that protects the insured against liability

on account of injury to the person or property of another.

Licensed architect: Same as architect.

Head Start Design Guide 2005 173

Appendix F
person or organization certified by governmental

d by law, to engage in construction contracting.

e as professional engineer.

 against specific property to secure payment of an

aiver of lien.

 of a building or equipment based not only on the

so on its maintenance and operating cost over its

sum specified in a contract whereby damages in

 be determined. In a construction contract, liqui

re specified as a fixed sum per day for failure to

n a specified time.

der, lowest qualified bidder: The bidder who

fide bid and is considered to be fully responsible

the work for which the bid is submitted. 

 The lowest bid that is responsive to and complies

ments.

Lump-sum agreement: Same as stipulated sum agreement.Main contractor: Same as general contractor.Maintenance bond: A bond that provides a guarantee to an owner that

the contractor will rectify defects in workmanship or materials reported tothe contractor within a specified time period following final acceptance ofthe work under contract.

Measured drawing: An architectural drawing of an existing structure,

drawn to scale.

Mechanic's lien: A lien on privately owned real property created by state

statute in favor of persons supplying labor or materials for a building orstructure or improvements thereof, generally for the value of the labor ormaterials supplied by them.

Model code: A proposed building code that is written and published by

building official associations available for adoption by states, counties, andmunicipalities.

Modification: A written amendment to the contract document signed byboth parties. A change order. A written order for a minor change in thework issued by the architect.

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onstruction in which a selected unit or 

ther sub-component, is used repeatedly in the

rcise a degree of care that a reasonable and pru

e under the same circumstances.

as bidding or negotiation phase.

A notarized statement by a bidder that he has

ollusion of any kind.

ork that does not fulfill the requirement of the

e contained in the bidding requirements

ders of the opportunity to submit bids on a proj

ocedures for doing so.

n communication issued by the owner to the

 to proceed with the work and establishing the

he work.

as certificate of occupancy.

 bid opening.

Ordinance: A law or rule adopted by a local governmental authority.Orientation: The placement of a structure on a site with regard to local

conditions of sunlight, wind, and drainage.

OSHA: Abbreviation for Occupational Safety and Health Administration,

Department of Labor.

Over design: As applied to structural design, a design based on requirements higher than service demands, usually as a means of compensating

for unknown or anticipated deficiencies.

Owner: The architect's client and party to the owner-architect agreement.Owner-architect agreement: A contract between the architect and the

client for professional services.

Owner-contractor agreement: A contract between the owner and contractor for a construction project.Owner's inspector: A person employed by the owner to inspect construction in the owner's behalf.

Head Start Design Guide 2005 175

Appendix F
ance: Insurance that protects the owner 

m his ownership of property and that may be

 arising from operations of others under the

uous land area that is considered as a unit, that is

ship, and that is legally recorded as a single piece.

upancy by the owner of a portion of a project prior

gress payment.

as application for payment.

ofessional engineer.

ct provision setting forth the damages a party

breach. If such a clause is regarded by the court as

as a fair estimate of probable damages, it will nor

me as liquidated damages.

An agreement for professional services in which

d upon a percentage of the construction cost.

Percentage fee: Compensation based on a percentage of construction cost.Same as fee.Performance bond: A bond of the contractor in which a surety guaranteesto the owner that the work will be performed in accordance with the contract documents. This is frequently combined with the labor and materialspayment bond, except where prohibited by statute.Permit: A document issued by a governmental authority having jurisdiction to authorize specific work by the applicant.Personal injury: In insurance terminology, injury or damage to the character or reputation of a person, as well as bodily injury. Personal injury

insurance usually covers such situations. Same as bodily injury.

Personal property: Movable and other property not classified as real

property.

PERT: Acronym for project evaluation and review technique. PERT schedule: A PERT chart of the activities and events anticipated in a

work process. Same as critical path method (CPM).

Planning: The process of studying the layout of spaces within buildings

and of buildings and other facilities or installations in open spaces in orderto develop the general scheme of a building or group of buildings.

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: Additional services rendered after issuance of

ment, such as consultation regarding mainte

etc.

rawings prepared during the early stages of the

me as statement of probable construction costs.

 appurtenances.

e-bid walk-through: A meeting of any

 site, giving an opportunity to review the

clear design or programming issues.

pective bidders: The process of investigating

ctive bidders on the basis of their competence,

y relative to the contemplated project.

 between the owner and contractor for con

ortion of a project.

tractor on a project having a contract directly

Head Start Design Guide 2005 177

Appendix F

Prime professional: Any person or firm having a contract directly with

the owner for professional services.

Principal: One on whose behalf or in whose name binding transactions

may be entered into by another, usually called the agent.

Production drawings: Same as working drawings.Professional adviser: An architect engaged by the owner to direct an

authorized design competition for the selection of an architect.

Professional engineer: A designation reserved, usually by law, for a person or organization professionally qualified and duly licensed to perform

engineering services such as structural, mechanical, electrical, sanitary, and civil.

Professional liability insurance: Insurance designed to insure an architect or engineer against claims for damages resulting from alleged professional negligence. Also known as errors and omissions insurance.Program: A statement prepared by or for an owner, with or without an

architect's assistance, setting forth the conditions and objectives for a building project, including its general purpose and detailed requirements, suchas a complete list of the rooms required, their sizes, and special facilities.
d review technique (PERT): A management con

building construction. It explains what must be

ction by a given date.

prepared by a contractor and updated monthly.

lved in the project are tabulated vertically and the

me is shown horizontally. 

rtial payment made during progress of the work

/or materials suitably stored.

agram, graph, or other pictorial or written sched

nd actual times of starting and completing the var

ndertaking, composed of one or more buildings,

lanned and executed in a fixed time period.

m established by the owner as available for the

he construction budget, land costs, equipment

mpensation of professional services, contingency

stablished or estimated costs.

st of a project, including professional compensa

ngs and equipment, financing, and other changes,

n cost.

Project manager: A third party consultant or employee of the owner who

works for the owner and coordinates the activities of the project. Assistswith the development of specific strategies of the project (including bidding and contracting), establishing time frames and benchmarks for theproject, hiring other professional services, reviewing plans and drawingsand making recommendations to the owners, monitoring the budget in allphases of the project, working with all consultants, monitoring the day-today work progress of the contractor, performing close-out activities, andpreparing for occupancy.

Project manual: The manual prepared by the architect for a project,

including the bidding requirements, conditions of the contract, and technical specifications.

Property: Any asset, real or personal.Property damage insurance: Part of general liability insurance covering

injury to or destruction of tangible property, including loss of use of theproperty resulting from the damage. 

Property line: A recorded boundary of a plot.Property survey: Same as boundary survey.Proposal: A document prepared by an applicant for a contract and used to

evaluate the professional capabilities of a business, agency, or individual

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 may include previous working experience. The

y be weighted on a numerical scale using a set

e person or persons choosing the contractor to

s, agency, or individual to hire for a specific job.

local or in-state businesses. The proposal also

of the lead professional and team that will be

rmally, a proposal does not include the cost of

a negotiated amount after the competing pro

d and ranked.

d form.

e: Insurance covering liability of the insured for

bodily injury, disease, or death of other than

and/or property damage.

spection, testing, and other relevant action

sired level of quality is in accordance with the

ecifications for the product or work.

ection, analysis, and other relevant action taken

at is being done, manufactured, or fabricated, so

ty is achieved and maintained.

d analysis and listing of all materials and equip

t a project.

Quotation: A price quoted by a contractor, subcontractor, material

supplier, or vendor to furnish materials, labor, or both.

Real estate: Property in the form of land and all its appurtenances, such

as buildings.

Real property: Land, everything growing on it, and all improvements

made to it.

Realty Officer: An employee who assists the government in realty issues

including, but not limited to, disputes, developments, and assignments.

Record drawings: Construction drawings revised to show significant

changes made during the construction process, usually based on markedup prints, drawings, and other data furnished by the contractor to thearchitect.

Record sheet: On a construction job, a sheet or printed form for keeping arecord of materials delivered, number of men working at the varioustrades, hours worked, and other information.Regulation: Any rule prescribing permitted or forbidden conduct,

whether found in legislation or in the actions of an administrative agencyor federal agency.

Head Start Design Guide 2005 179

Appendix F
rument executed by one supplying labor, materi

es on a project that releases his mechanic's lien

rty. 

hanical drawing, including elevation and an indi

dows.

erson representing the owner's interests at the

nstruction phase. This term is frequently used on

nmental agency is involved.

me as owner's inspector.

me as lowest responsible bidder.

rs: Same as invited bidders.

 encumbrance limiting its use.

n agreement between two or more individuals,

ed that stipulates how land may be used.

eld from progress payments to the contractor in

s of the owner-contractor agreement.

ding of a portion (usually 10 percent) of a periodic

payment to a contractor, by prior agreement, for work completed. Theretention is held in escrow for a stipulated time period after the acceptanceof the completed work by the architect and owner.

Retention money: Same as retention.Right-of-way: Any strip of land, including surface and overhead or

underground space that is granted by deed or easement for the construction and maintenance of specified linear elements, such as power and–telephone lines.

Satisfaction: Cancellation of an encumbrance on real property, usually by

payment of the secured debt.

Schedule: A detailed tabulation of components, items, or parts to be furnished.Schedules of values: A statement furnished by the contractor to the

–architect reflecting the portions of the contract sum allotted to the workand used as the basis for reviewing the contractor's application for aprogress payment.

Schematic design phase: The first phase of the architect's basic services.

In this phase, the architect consults with the owner to ascertain the requirements of the project and prepares schematic design studies consisting ofdrawings and other documents illustrating the scale and relationship of

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 approval by the owner. The architect also sub

ent of probable construction costs.

e as schematic design phase.

ment for an architectural composition; the pri

er selected by the owner for discussion relative

e construction contract.

Same as invited bidders.

stance between a reference line and a building,

s, diagrams, illustrations, schedules, perform

 other data prepared by the contractor or any

er, supplier, or distributor that illustrate how

rk shall be fabricated and/or installed.

t for construction of a project under which a sin

ponsible for all the work.

und with defined limits on which a building or

ed to be located.

Site investigation: An examination of the subsoil and surface of a site to

obtain complete information necessary for the design of foundations andstructures on them.

Site plan: A plan of a construction site showing the position and

dimensions of the building to be erected and the dimensions and contourof the lot.

Special conditions: A section of the conditions of the contract, other than

general conditions and supplemental conditions, which may be preparedfor a particular project. This is the same as conditions of the contract.

Special hazards insurance: Additional perils insurance to be included in

property insurance.

Specifications: A written document contained in the project manual

describing in detail the scope of work, materials to be used, methods ofinstallation, technical nature of materials, equipment construction systems,and standards and quality of workmanship for a parcel of work to beplaced under contract. This is usually used in conjunction with workingdrawings in building construction. 

Standard: A document prepared by a recognized standard-setting organization that prescribes methods and materials for the safe use and consistent performance of specific technologies.

Head Start Design Guide 2005 181

Appendix F
nal practice: Statements of ethical principles

onal societies to guide their members in the con

tice.

construction cost: Cost forecasts prepared by the

matic design, design development, and construc

ces for the guidance of the owner.

A statute specifying the period of time within

be brought for alleged damage or injury. The

es from state to state and depends upon the type

ent: A contract in which a specific amount is set

t for performance of the contract.

ments: The plans, design details, and job specifi

tructural designer.

rawings, usually prepared by a structural engi

working drawings of a building's structure.

 That branch of engineering concerned with the

of structures to withstand physical forces.

Sub-bidder: One who offers to a bidder on a prime contract a proposal to

provide materials and/or labor.

Subcontract: An agreement between a prime or general contractor and a

subcontractor for the execution of a portion of the contractual obligation ofthe prime contractor to the owner.

Subcontractor: A person or organization who has a direct contract with a

prime contractor to perform a portion of the work at the site.

Subcontractor bond: A performance bond given by a subcontractor that

guarantees performance of a contract and the payment of bills for laborand materials.

Substantial completion: Same as date of substantial completion.Substitutions: Materials or processes offered in lieu of, and understood to

be equivalent to, specified materials or processes.

Successful bidder: Same as selected bidder.Superintendent: At a construction site, the contractor's representative

who is responsible for continuous field supervision, coordination, andcompletion of the work, and, unless another person is designated in writing by the contractor, is responsible to the owner and the architect forany accidents.

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tion and inspection of construction work to

 contract documents. This includes direction of

ersonnel.

mentary conditions: Part of the contract

nt and may modify provisions of the general

zation who, for a consideration, promises in

debt or default of another.

ument under which one party agrees to answer

bt, default, or failure to perform by a third party.

or topographic mapping of a site.

pense incurred in connection with the termina

d stated in the contract. 

pletion of the work or a designated portion of

date required.

date established in the contract, by name or by

ntial completion of the work.

Title insurance: Insurance, offered by a company, that the title to property

is clear or that it may be cleared by curing specified defects.

Title search: An inquiry into the historical ownership record of a property.Topographical survey: The configuration of a surface, including its relief

and the locations of its natural and man-made features.

Trade: A person's occupation or craft, usually involving manual skill.Turn-key job: A job in which the contractor completes all work and furnishings of a building so that it is ready for immediate use.Variation order: Same as change order.Waiver of lien: An instrument by which a person or organization who has

or may have a right of mechanic's lien against the property of anotherrelinquishes such right. Same as release of lien.

Work: All labor necessary to produce the construction required by the

contract document.

Working drawings: Drawings intended for use by a contractor,

subcontractor, or fabricator that form part of the contract documents for a building project.

Head Start Design Guide 2005 183

Appendix F
on insurance: Insurance covering liability of an

es for compensation and other benefits required

tion laws.

 municipality of the use of land and buildings,

e buildings, the density of population, the relation

ge to open space, size and location of yards and

on of any ancillary facilities.

t issued by appropriate governmental authority

a specific purpose.

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G

and garden plants are poisonous 

ptoms ranging from minor to 

s Appendix is not exhaustive, but

most popular plantings that are both

oisonous. The list is provided by the

Engineers. Check with local extensions

nt of Agriculture and 

enters for more information about 

n plantings in specific locations.

ased on the best information

precise scientific data is not available.

Head Start Design Guide 2005 185

Toxicity is subject to numerous variables, includingquantity, exposure, and individual reactions. 

Plants on the high toxicity list are known to have

caused death and could be hazardous with very littleexposure. They should never be used. Plants on themedium toxicity list have toxic parts, but deaths have beenrare, usually after prolonged exposure or consuming largequantities. Do not use these plants inside the play yard.Plants on the low toxicity list include those that may causea rash or dermatitis. Use these plants with caution. 
ANTS

Common Toxic Part

Rosary Pea seeds

Winter sweet fruit & plant Aconita, Monkshood all parts

Cunjrvoi all parts 

Red Angles trumpet nectar, seeds

Hemlock, carrot fern or all parts, Carrot weed large amounts

Lily of the Valley all parts

Daphne berries

Dumbcane berries, few

Duranta or Golden berries Dewdrop

Crepe Jasmine all parts

Poinsettia sap

Naked Lady or sap Pencil bush

Glory lily all parts, esp. 

roots

English/ fruits & American Hollytree leaves

Physic nut, Coral bush seeds

Mountain/Western Laurel all parts Calico Bush

Laburnum or all parts Golden Chain

Lantana green fruits

Cardinal flower all parts

Privet fruit

Apple leaves, seed in large amt.

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Botanical Common Toxic PartMelia azedarch Cape lilac or White cedar fruit, leaves, bark, flowersMelianthus comosus Tufted honey flower entire plant, 

esp. roots

Nerium oleander Oleander all partsNicotiana glauca Tree tobacco entire plant; esp. leavesPrunus armeniaca Apricot kernel in large 

amounts

Prunus dulcis Almond kernel-bitter 

type

Prunus persica Peach kernel, lower, leaf, barkRheum Rhaponticum Rhubarb leaf bladeRhododendrom Rhododendron or Azalea leafRicinus communis Castor Oil plant seeds: 2-8Solanum nigrum Black nightshade or green fruit

Blackberry nightshade

Solanum psedocapsicum Madeira winter cherry or berries Jerusalem cherrySolanum sodomaeum Apple or Sodom fruitSolanum tuberosum Potatoes green skinTaxus baccata Yew all parts, esp. seed in podThevetia peruviana Yellow oleander all parts, esp. seed in kernelWisteria floribunda, Wisteria seeds & podsW. sinensisZanthedeschia aethiopica Calla lily or all parts, esp. White Arum lily juice of leaves 

& stem
LANTS

Common Toxic Part

Horse Chestnut, Buckeye all parts

Tung-oil tree fruit kernel

Allamanda fruit

Lords & Ladies sap

Belladonna lily bulbWindflower all parts

Columbine seeds

Italian Arum sap, esp. in berries

Swan plant pods

Black bean or Moreton seeds Bay chestnut

Bittersweet all parts 

Green cestrum, Cestrum all parts, esp. or Jessamine fruit

Elephant’s ears or Taro root

Cotoneaster fruit, flowers

Hawthorn fruit

Common Toxic Part

Zamia palm or seeds, fresh 

or 

improperly prepared

Quince seeds, fresh 

leaves

Larkspur all partsFoxglove all parts

Loquat seeds (many)

Spindle tree all parts, esp. fruit & seeds

Snow-on-the-mountain sap

Head Start Design Guide 2005 187

Appendix G

Botanical Common Toxic PartGelsimium sempervirens Carolina Jessamine all partsHedera helix English Ivy all parts, esp. berriesHura crepitans Sandbox Tree all partsHyacinthus orientalis Hyacinth all parts, esp. bulbHydrangea spp Hydrangea flowersIris germanica Flag iris, Flag lily, or all parts

Fleur de lis

Laburnum anagyroides Common gold chain seedsLupinus spp Lupine seed podsManihot esculenta Cassava raw rootsMoraea spp Butterfly iris all partsNarcissus jonquilla Jonquil sap & bulbNarcissus pseudonarcissus Daffodil sap & bulbNerine spp Spider lily bulbOrnithogalum thyrsoides Star-of-Bethlehem or bulb & flower 

Chincerinches spike

Philodendron spp Philodendron all partsPhysalis spp Ground cherry, Chinese unripe fruit Lanterns, TomatilloPlumeria spp Frangipani sapPoinciana gilliesii Bird-of-paradise plant unripe seed podPrunus cerasus Cherry kernelsPrunus laurocerasus Cherry laurel bruised leavesPyrus communis Pear seedsRhamnus spp Buckthorns & Cascara fruit SagradeRobinia pseudoacacia Black locust or Robinia all parts
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Common Toxic Part

Pepper tree fruit

Japanese pepper tree fruit, large 

amounts

Bluebell, squill bulb

Golden chalice sap, leaves, flowers

Bittersweet or Woody berries

Nightshade

Kangaroo Apple green fruit

LOW TOXICITY PLANTSBotanical Common Toxic PartAchillea millefolium Yarrow or Milfoil all partsAgapanthus orientalis Agapanthus or African sap Blue LilyArtemisia absinthium Wormwood all partsCaladium spp Caladium all partsChrysanthemum morifolium Florist’s chrysanthemum all partsChrysanthemum parthenium Feverfew all partsChrysanthemum coccineum Pyrethrum all partsChrysanthemum maximum Shasta daisy all partsClematis spp Traveller’s joy all partsColohicum autumnale Autumn crocus flowersCosmos bipinnatus Cosmos all partsDicentra Bleeding heart all partsEchium lycopsis Paterson’s curse all partsEuphorbia milii Crown of Thorns sapHelenium autumnale Sneezeweed all partsHelianthus annuus Sunflower all partsMonstera deliciosa Fruit salad or Swiss ripe fruit Cheese plantPrimula obconica Primul all partsRanunculus spp. Buttercups all partsRhus cotinus Smoke tree sapRudeckia hirta Black-eyed-Susan all partsSencio cineraria Dusty miller all partsTanacetum vulgare Common pansy all partsUrtica spp. Stinging nettle all parts
Head Start Design Guide 2005 189

Appendix G

MistletoeMountain laurelNarcissusNephthytis/ArrowheadNightshade familyOak (acorns)PeonyPhilodendron familyPoison ivy/oak/sumacPokeweedPrivetSnowball bush/HydrangeaWater hemlock

CommonAfrican violetChristmas cactusColeusCorn plantCrocus (spring)DandelionDogwoodDracaenaEaster lilyFernsFicus*ForsythiaFuchsiaGeraniumHibiscusHoneysuckleImpatiens

*Sap may be irritating

Jade plantLilacMarigoldNorfolk pine treePeperomiaPetuniaPrayer plantPyracantha/FirethornRoseRubber tree plantSansevieria/Snake plantScheffiera*Spider plantSwedish IvyTulip*Wandering JewWax plantWild strawberry/Snake berryZebra plant

OMMON NAME ONLY

xic.)

NON-TOXIC PLANTS BY COMMON NAME ONLY(No evidence currently exists that these plants are poisonous.)
 H

d Their Environment

e Order number 13101 mandates the purchase of

t reduce environmental impact. The

n Agency (EPA) has developed a list of designated

rred to as the CPG (Comprehensive Procurement

ms are those which Federal agencies are required

ablished specified amounts of post-consumer

recycled content for each designated item. To

4 CPG items into eight product categories. Two

es (Park and Recreation Equipment and

pply to the development of Head Start and Early

 space plan, the coordinator and designer must

ype of equipment is optimal for the specific proj

essary to consider CPG requirements for recycled

tified under "Park and Recreation Equipment."

udes requirements for park benches and picnic

ment, playground surfaces, and plastic fencing.

pg.

ndor’s proposal must include the proportion of

n the product. 

The EPA standard is: — Steel 4, 16% (post consumer) /25–30% (total) 67% (post consumer) — Aluminum 25% (post consumer) /25% (total)— Plastic 3, 90–100% (post consumer)/100% (total)— Plastic Composites, 50–75% (post consumer)/95–100% (total)Some wood playground and landscaping equipment may deteriorate at amore rapid pace opposed to plastic or metal structures. However, with theproper care, wood playground and landscape equipment will last formany years. There are alternatives that do not have the problems of woodon play yards. Exceptions include marine plywood as well as engineeredwood fiber impact resistance surfacing. If using wood, check vendors thatoffer this kind of product and request as part of their proposal the amountof recycled material that is used as part of the structures. The standard is: — Structural Fiberboard, recovered materials - 80-100%— Laminated Paperboard, post consumer paper - 100%

uide 2005
 be seeking proposals for the fall zone surfaces

f work. Regardless of the approach to this pur

st consider what type of fall zone material is

pecific application. If the decision is to use a rub

ubber surface, or rubber pieces, recycled material

 is: 

0% (post consumer) 

 an engineered wood fiber, the standard is: 

al)

When developing a bidders’ list or listing potential playground contractors,it is important to inquire about the CPG designation and number. If a vendor lacks the CPG designation, request that they provide on letterhead orother commonly available company literature/Web site the amount of recycled material in the playground components that are part of the request. Refer to http://www.epa.gov/cpg/pdf/parks.pdf. (The vendors on theEPA Web site may or may not be on the GSA schedule.) It may be possible to locate environmentally sensitive products and companies/ vendors that use such products on the Internet. Two Web sitesoffering this information are:http://www.gsaadvantage.gov (and look for the CPG icon)http://www.epa.gov/cpg/pdf/parks.pdf 

Head Start Design Guide 2005 191

Appendix H
 I

d Start Terms

ldren and Families (ACF)–An agency within

h and Human Services (DHHS) that is responsible

 promote the economic and social wellbeing of

duals, and communities.

ldren, Youth and Families (ACYF)–An agency

n for Children and Families (ACF) that adminis

grams that support: social services promoting the

elopment of children and youth and their families;

helter for children and youth in at-risk situations;

milies and families on public assistance; and

h special needs.

lities Act–Signed in 1990, it provides disabled

se with AIDS, the same rights to jobs, public

c accommodations that women and racial, reli

es receive under the Civil Rights Act of 1964.

–Programs that provide for the growth and devel

ding physical development through outdoor and

evelopment of cognitive and language skills

on, at a Head Start sponsored facility. 

uide 2005

Child Care–Provision of safe environments, nurturing care, and appropriate developmental experiences for children--usually while their parents

work or attend school. Childcare is locally and individually administeredunder not-for-profit or for-profit status, and is diversely funded, largelythrough parent fees, although the Department of Health and HumanServices (DHHS) and state childcare agencies are providing growing support, especially to families with low incomes.

Children with disabilities–Children whose condition may include mental retardation; hearing impairments, speech or language impairments;

visual impairments; serious emotional disturbances; orthopedic impairments; autism; traumatic brain injury; specific learning disabilities andwho by reason thereof, need special education and related services. 

Code of Federal Regulations–Publication containing all federal regulations, including Head Start 45 CFR Parts 1300-1308. Curriculum–A written plan that includes the goals for children's development and learning; the experiences through which they will achieve the

goals; what staff and parents do to help children achieve the goals; and thematerials needed to support the implementation of the curriculum.

Davis-Bacon Act–Signed in 1931, it requires payment of prevailing wages

to employees of contractors or subcontractors working on governmentconstruction projects, including construction of Head Start facilities. 
 or private nonprofit organizations to which

carrying on of all or part of its Head 

d Human Services (DHHS or USDHHS or

he federal government, of which the

n and Families (ACF) is a part, that is responsi

s dealing with health and general welfare.

atural or common divisions of the process of

ed by types of behavior, by biological properties

ental processes.

riate–Any behavior or experience that is

 the individual child with respect to age, needs,

vels, and cultural background.

eight years.

ment–The process by which children from birth

 the skills and confidence needed to succeed in

and the cognitive skills needed to form a foun

 and later school success.

n–Activities and/or experiences that are

mental changes in children from birth through

Head Start Design Guide 2005 193

the primary units of elementary school (grades K-3).Early Head Start–A program that provides low-income pregnant women

and families with children from birth to age three with family-centeredservices that facilitate child development, support parental roles, and promote self-sufficiency.

Early intervention–Efforts to redirect individuals at risk for, or in the early

stages of mental, physical, learning or other disorders; usually targeted atearly childhood, sometimes including prenatal care.

Education environment–Conditions, forces, or factors within or outside a

teaching setting capable of influencing the setting or those within it.

Eligibility–Qualifying for certain benefits or services (e.g. enrollment in

Head Start or Early Head Start).

Eligibility criteria–Those elements that would render an individual or

family qualified to participate in a program, or a program qualified forfunding, or an individual qualified for a position.

English as a Second Language (ESL)–Designation given to programs for

students whose first language is other than English.

Environmental education–Utilization of the natural world and its relationships to promote experiential learning and to enrich the curriculum.

Appendix I
Refers to children with disabilities and to 

Learning by doing; acquisition of knowledge and

ture learning sessions, through work, play and

rm of family organization consisting of blood rel

uclear family units.

lity of the family as a whole to read and write.

–Programs that promote early childhood educa

parents (including teaching English as a second

mily literacy activities, and training for parents for

her of their children and full partners in their

eements–Opportunities to expand parents'

unity services and resources and to develop

ps with families, service providers, community

ems.

ficial daily U.S. Government publication of

al regulations and announcements of programs

uide 2005

Federal-State relationship–Interaction between federal and state officials,

agencies and programs.

Free Appropriate Public Education–What the Local Education Agency

(LEA) is required to provide to all children including those with eligible disabilities. 

Full day/full year programs–Programs in which a child is enrolled for a

substantial part of each day for the period of twelve months.

Governing boards–Groups charged with the responsibility for some degree

of management or control over affairs of public or private institutions.

Grantee–A local corporation or other legal entity, either public or private,

to which a Head Start grant is awarded. 

Grants–Funds given by a foundation, government, institution or other

organization, usually for a specific purpose.

Head Start Bureau–The bureau within the Department of Health and

Human Services/Administration on Children, Youth and Families whichadministers the Head Start Program. 

Head Start Program–Founded in 1965, the program provides comprehensive child development services to low-income children and families

through a network of grantee and delegate agencies.
on Act of 1998–Signed into law to amend the

the Head Start program authorization period

series of tests used to identify individuals who

r have difficulty in, some program or treatment,

d in greater depth.

rs to medical, dental and mental health support

d families. Services must be provided by staff or

nd experience in public health, nursing, health

hild health or health administration.

y Committee–A group that includes profession

e community, established to address health serv

cies respond to community needs.

ember in the home-based program option

ents to provide comprehensive services 

es through home visits and group socialization

t, encourage and support parents as they foster

nt of their children, including physical develop

 indoor active play, and the development of cog

hrough creative self-expression.

Head Start Design Guide 2005 195

Home-based–A program option for serving children and families in their

homes, in which the parent is trained to provide for the comprehensiveneeds of the family. 

Homeless families–Families without permanent or fixed residences, typically living in abandoned buildings, public places, or the streets, and at

times seeking temporary shelter with public or private charities.

Immunization recommendations–Issued by the Centers for Disease

Control and Prevention, as well as any additional recommendations fromthe local Health Services Advisory Committee that are based on prevalentcommunity health problems.

Indian reservations–Tracts of land, set aside by agreements between governments and Indian tribes, which are reserved for the exclusive use and

occupancy of those tribes.

Individualized Education Program (IEP)–Educational plan geared to an

individual student's needs, and conducted in accordance with a writtenagreement between the student (and/or parents) and school officials.

Individualized Family Service Plan (IFSP)–A written plan for providing early intervention services to a child eligible under Part H of the

Individuals with Disabilities Education Act (IDEA), developed by multidisciplinary teams of health care and educational practitioners for familiesof young children. 

Appendix I
ilities Education Act (IDEA)–Federal special

ch states must implement and which requires

children age three and older; states may also serve

ree at their discretion.

vities that take place inside (e.g. within a center

e).

earliest period of life, especially before they 

hildren from birth through approximately three

nt–Increasing complexity or growth of reasoning

n–Cooperation of organizations with each other

m or class for four- to six-year-old children that

 to school.

ves other than biological parents that are caring

uide 2005

Learning disabilities–Category in federal legislation referring to disorders

involved in understanding or using language, manifested in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations.

Learning problems–Conditions interfering with the ability to learn,

which may be caused by visual, hearing or motor impairments; mentalretardation; behavioral disorders; health impairments; or by cultural, environmental or economic disadvantage.

Learning readiness–State or condition of an individual that makes it possible for him or her to engage profitably in a given educational activity. Least Restrictive Environment–An educational placement that ensures

that, to the maximum extent possible, children with special needs are educated with children not in need of special education services.

Local Education Authority (LEA)–A general term used in the

Individuals with Disabilities Education Act (IDEA) for school districts or Regional Special Education Districts mandated to provide specialeducation. 

Mainstreaming–Progressively including exceptional students (disabled or

gifted) in classes and schools with regular or normal students, with stepstaken to see that special needs are satisfied.
 services in center-based settings; grantee and

ure that meals contribute to the development

d children by serving a variety of food to broad

ence. 

Assistance for mental and emotional disorders,

rtified mental health professionals with experi

ng young children and their families.

rams–A Head Start program that serves families

ltural work and who have changed their

phical location to another in the preceding two

–The lowest levels of overall accomplishment

ay achieve and still remain in compliance with

tandards. 

ups within a larger society that are distinguished

 other by race, national heritage, or by religious

es of growth in the ability to manipulate and

vement.

Education involving two or more ethnic groups

Head Start Design Guide 2005 197

and designed to help participants clarify their own ethnic identity andappreciate that of others, to reduce prejudice and stereotyping, and to promote cultural pluralism and equal participation.Multicultural principles–Program elements that validate and build

upon the cultures and strengths of the children enrolled in Head Start andtheir families.

Non-Federal Share–Cash or in-kind contributions required to match a

federal grant. 

Notice of Financial Assistance–Official notification by the federal government that an agency's request for funding has been approved and

funds are available for expenditure. 

Notice of Proposed Rule Making–Publication of proposed, new, or

revised federal regulations in the Federal Register for public comment.

Office of Financial Operations–Monitors the financial portion of the

Head Start grant. Located in the Administration for Children and Families(ACF) Regional Office.

Office of Management and Budget–The federal agency that oversees the

budgeting process of the executive branch of the federal government andthat approves information-gathering forms before they can be used. 

Appendix I
t 20–A category within the Head Start grant

aining and technical assistance needs. 

t 22–The largest and most flexible category within

get, which is used for program operations.

t 25–A category within the Head Start grant

ent and Child Centers which are awarded to a

ees. 

t 26–A category within the Head Start grant

 Year Head Start funds. 

oups comprised of parents of children currently

el for center-based programs or at the equivalent

ptions that share governance with the Policy

ouncil.

–A federally defined set of minimum criteria for

 Start. 

ppointed group that shares program governance

ee and Policy Council; at least 50% of the mem

of the children enrolled in that delegate agency

 include representatives from the community.

uide 2005

Policy Council –A committee set up at the grantee level which shares program governance with the Parent and Policy Committees; includes representation from parents, community, and all delegate agencies. If the

grantee has no delegates, then the representation is from all centers andother factions of that program. 

Policy groups–The formal group of parents and community representatives required to be established by the agency to assist in decisions about

the planning and operation of the program.

Program evaluation–Judging the feasibility, efficacy, and value of a program in relation to its stated objectives, standards, or criteria.Program governance–A formal structure of shared administration

through which parents can participate in policy making or in other decisions about the program. 

Program implementation–Carrying out a plan or design through concrete measures.Program Information Report–An annual report completed and filed

electronically at the end of each school year by every Head Start programin the nation, supplying data used by the Administration on Children,Youth and Families (ACYF) to report to Congress and for program monitoring. Note: Forms for this report are sent to every grantee to fill out and 
 distributed to all programs, with data reflecting

 trends. 

easures–Methods and procedures used to assess

ses of Head Start programs, and to identify

training and technical assistance resources. 

ematic, ongoing process that includes consulta

verning body, policy groups and program staff,

nizations; also includes community assessment,

objectives and long range goals, and develop

mplementing services.

an–A document developed by grantees to out

minating identified program deficiencies, and

within which each will be corrected.

ice in each of twelve nationally stipulated

Human Services (DHHS) administrative areas. 

rtation and other developmental, corrective and

s required to help a child with disabilities bene

assistance also can include social services and

ning. 

FP)–An official/formal solicitation by an

Head Start Design Guide 2005 199

agency or organization for proposals in a wide range of categories such asfunding, special projects, training events, and so forth.Safety councils–National organizations, such as the Children's Safety

Network, Program for Playground Safety, Consumer Product SafetyCommission, the American Academy of Pediatrics, Safe Kids Coalitionsand the National Highway Transportation Safety Association, which are concerned with identifying and publicizing hazards and helpfulinformation.

School readiness–Levels of cognitive, physical and psychosocial maturity

prerequisite to learning in a school setting.

Sensory development–Stages of growth in organizing and understanding

impressions gathered through the senses, i.e., the process of recognizing,identifying or becoming aware of objects, qualities or relations.

Special education–Teaching programs and services for disabled and/or

gifted individuals who have intellectual, physical, emotional, or socialcharacteristics different from those who can be taught through normalmethods or materials.

Special needs students–Broad legislative category referring to all students identified as needing special assistance to achieve educational equity,

e.g., the disabled, the disadvantaged, those seeking nontraditional careers,limited English speakers, and others.

Appendix I
fers to culturally distinct groups such as

ees, Eskimos, and others.

–Meetings at which parents can discuss their child's

d education with teachers and other caregivers.

Programs–Locally and state-funded child devel

or all interested families or primarily for families

y (SEA)–A department of education at the state

ief state school officer and staff who carry out

by law.

Agencies that authorize the practice of a profes

siness in a state after determining that established

nts have been met.

oximately one to three years of age.

n–Refers to the management of activities that facil

rom Head Start programs to elementary school.

process undertaken for each child and family at

the child's third birthday that takes into account

nd developmental level, progress made by the

uide 2005

child and family while in the program, current and changing family circumstances, and the availability of child care services in the community.Transition programs or transition services–Procedures to support successful transitions for enrolled children and families from previous child

care programs into Early Head Start or Head Start programs and fromHead Start into elementary school or other child care settings.

Tribal government–Governments of American Indian tribes.Tribal sovereignty–The authority or right of tribal entities to exercise

decision-making power and choice regarding their political, social and cultural patterns.

University partnerships–Grants awarded to universities to work with

Head Start agencies in conducting research on Head Start programs, orawarded to graduate students to conduct research in Head Start programs.

Verbal development–Growth in the ability to use and comprehend words

in either oral or written form.

Waivers–Dispensations from rules or penalties.Wrap Around–Arrangements between Head Start and other funding

sources to provide a full range of comprehensive services for Head Startchildren according to their needs.
dits

Head Start Facilities Group, Elizabethtown,

ialist, National Head Start Training aand

rce Center, Arlington, Virginia

er, 840 Summer Street, Boston, MA 02127. Phone:

pher, Baltimore, Maryland. Phone: 410-769-8016;

nager, Oregon Child Development Coalition,

llowing order, from top to bottom, then left to right.

Head Start Design Guide 2005 201
Crooks, 

rooks, Walker, 

rooks, Crooks

lard, Schamp

Schamp, Premru

pg13 Crooks, Allard, Allardpg14 Allard, Allard, Crookspg15 Premrupg16 Schamp, Crooks, Crooks,

Crooks, Allard, AllardAllard, Schamp, Allard, Schamp

pg17 Crooks, Schamp, Allardpg18 Allard, Allardpg19 Crookspg20 Allard, Crookspg21 Crooks, Allard, Crooks, Schamppg22 Schamp, Crookspg23 Allard, Allardpg24 Allard

uide 2005
lard

champ, Crooks

oks, Crooks

ard, Schamp,

mp, Walker, Schamp, Schamp

ker, Walker

ooks, Allard

ker, Walker

ard, Crooks, Crooks

pg40 Walker, Allard, Allardpg41 Crooks, Allardpg42 Crooks, Crookspg43 Allard, Crookspg44 Allard, Allard, Walkerpg45 Crooks, Allard, Allard, Allard, Crooks, Crookspg46 Allard, Walker, Allard, Walker, Crooks, Crooks,

Allard, Crooks, Walker, Allard

pg47 Allard, Allard, Walkerpg48 Allard, Walker, Allard, Crooks, Allardpg49 Allard, Crookspg50 Crooks

Head Start Design Guide 2005 203

Photo Credits
ooks, 

rooks

ooks

rooks

ooks, Crooks

Walker

pg64 Allard, Crooks, Allard, Allardpg66 Crooks, Crooks, Crooks, Schamp,

Walker, Schamp, Schamp,Allard, Allard, Crooks

pg67 Crooks, Walker, Crooks, Allardpg68 Crooks, Allard, Crooks, Allardpg69 Crooks, Crookspg70 Walkerpg71 Walkerpg72 Crookspg75 Schamp, Schamp, Crookspg76 Crooks, Allard, Crooks, Allardpg77 Crooks, Schamp, Allard, Allard, Allard, Crookspg79 Crooks, Schamp

uide 2005
ard

amp

ooks, Crooks

ard

ooks

pg100 Crookspg101 Crookspg104 Schamp, Schamp, Allard, Schamp,

Allard, Schamp,Schamp, Schamp, Schamp, Crooks

pg105 Crooks, Crookspg110 Schamp, Crooks, Crooks, Walker,

Crooks, Allard,Crooks, Crooks, Crooks, Crooks

pg111 Allard, Crooks, Schamppg112 Crooks, Schamp, Crookspg113 Schamppg114 Schamp, Crooks, Crookspg115 Crooks, Allard, Schamp, Crookspg116 Crooks, Crooks, Allard

Head Start Design Guide 2005 205

Photo Credits
lker, Schamp

rooks, Crooksrooks

rooks, Crooks,

lard

rooks, Walker

uide 2005
To provide comments on this guide, please send them

by e-mail to bcrooks@pal-tech.com or by mail ot theNational Head Start Training and TechnicalAssistance Resource Center, Pal-Tech, Inc., 1000 Wilson Blvd., Suite 1000, Arlington, VA 22209.To obtain further information, call Bob Crooks at 1-800-303-0705.