Presents a post-occupancy evaluation of 101 of Great Britain's Sure Start program centers, which was conducted two thirds of the way through the government's goal of providing 3,500 early childhood education centers nationwide. The results show that the majority are considered good by the staff and parents. Architecture and design professionals who conducted the evaluations considered the design of very few centers to rank as good or excellent. In many cases, some fundamental aspects such as environmental sustainability, external identity, storage and adult spaces are either not well designed or not included. Designs also need to cater for a wider and more varied range of uses because the buildings are more than just children's centers: they offer a wide range of family-orientated services. 89p.

Focuses on on both the preparation for and the design of an early childhood learning center by drawing on the lessons that British local authorities and other key partners have learned and highlighting the importance of quality design. The first section highlights the importance of five strategic issues that need to be addressed and outlines the qualities that should be present in the final building. Writing a project brief and how the design process works are also introduced. The next section focuses on specific issues to consider when creating an inspiring building for children and families, and demonstrates how small changes can impact positively on a building. This section uses visual examples of practical ideas and suggestions and highlights good design practice. Lastly, a summary of overriding qualities focuses on key aspects of every project, including incorporating sustainability features efficiently. 53p.

Reviews the Project's response to improving student achievement in California schools. The group maintains that there are preschool spaces for only 80 percent of the state's children, that these spaces are unevenly distributed, and that failure to provide universal preschool disproportionately affects those in greatest need. The Project recommends making preschool facilities part of the next statewide bond, as well as a variety of local and state-aided initiatives to acquire land and create facilities for early childhood education. 6p.

Outlines space planning criteria childcare and child development facilities at Department of Veterans Affairs medical facilities. The document addresses reception areas, staff and administrative spaces, child care areas, and support spaces. 10p.

Brief summary of the "development process", with suggestions about how to use that process to enhance the quality of child care facilities. It describes the conceptual stage, project planning, quality considerations, project management, and project operations.

Using this Portland, Oregon, early learning center, the author illustrates desirable design features for early learning environments in the areas of finishes, colors, corridors, light, use of natural items, textural richness, accessible casework, and transition spaces. 15p.

A child development facility must be designed to provide safe, nurturing, and stimulating environments essential for the healthy development of children. This section of the Whole Building Design Guide provides information on the types of spaces in a facility, and discusses the following recommendations: Be Homelike; Be Child Sized; Encourage Autonomy; Invite Self-Expression; Provide Space, Indoor and Outdoor Physical Activities; Have Outdoor and Indoor Spaces for Nature; Be Structured, Yet Flexible; Include Appropriate Space for Parents and Teachers; and Be Safe, Secure, and Healthy. Includes relevant codes and standards and additional resources.

This "how to" guide assists organizations that are planning to renovate, construct or improve their child care facilities. The publication highlights the important connection between well-designed space and quality child care programming and helps providers, their development partners, and their architects create an effective space for young children. The guide includes an overview of design principles, a tour through each functional area of the center, and information on materials, lighting, security, urban settings and accessibility. 57p.

This "how to" guide assists organizations that are planning to renovate, construct or improve their child care facilities. The publication identifies steps in the real estate development and financing process, and helps child care providers and their partners overcome the hurdles that every project faces. Information is provided on carrying out early feasibility and planning activities, putting together a project development team, selecting and acquiring an appropriate site, raising money, and completing construction. 65p.

Discusses elements of child development that should be considered when designing early childhood educational facilities. Design elements, size, shape, universal design, daylighting, room zoning, and acoustics are covered. Includes 18 references. 4p.

Assists the creator of early childhood facilities in planning location, size, and space configuration for a new or relocated facility. Step-by-step guidance takes the user through evaluations of basic facility parameters, evaluation of options, and getting started. Numerous links within the document provide additional information. 19p.

Advises on selection of an architect for early childhood facilities, describing the sensitivities required when designing for small bodies in an educational environment, ways to collect referrals and conduct interviews, and how payment might be arranged. Ten typical steps in the design process are described, and the respective roles of client and architect. 7p.

Advises on the eight steps of feasibility study, programming, schematic design, design development, construction documentation, bidding and negotiation, construction administration, and post-occupancy training that should be undertaken when creating a successful early childhood facility. 8p.

This guide is a practical toolkit to help child care programs–-both in child care centers and providers’ homes–-keep children safe and their businesses open during and after natural disasters, terrorist attacks, chemical emergencies, and other catastrophes. It discusses preparing for disasters and restoring child care after a disaster. 114p.

Layout for a kindergarten classroom at the Valeska Hinton Early Childhood Education Center in Peoria, Illinois. Includes a key to equipment specifications. 1p.

Suggested layout for a preschool classroom from the 1992 publication The Creative Classroom for Early Childhood. 1p.

Offers five annotated floor plans illustrating early childhood education facilities for infants and toddlers. Plans are offered for the presence or absence of cribs, and a modular building plan for toddlers is included.

Provides technical assistance to address major areas of the process of creating or renovating a child care facility on tribal lands, including conducting a child care community needs assessment, site selection, financing, developing a business plan for the facility, conducting an environmental assessment, planning and design, hiring a contractor, and overseeing the project. A glossary, list of additional resources, and directory of federal contacts is included. 87p.

Reports on facilities development for expanded preschool programs, describing the experiences of six states that have implemented such programs. The report assesses what capacity building and technical assistance efforts were put in place to help with the facility development process, what were the funding sources and financing mechanisms, what early care and education providers were eligible, and what lessons were learned. 17p.

Presents case studies of ten British early childhood facilities that involved the community in the design process, where decisions were being made as to what services the facilities would provide. For each school, the varying goals and issues of the participants are presented, along with a description of the consultations that occurred and key design features of the completed facility. 42p.

Offers a toolkit for planning, programming, building, and financing preschool facilities, with particular attention to helping California counties. Section four of the toolkit provides facility assistance, offering a facilities scan spreadsheet for assessing for preschool expansion, guidance on conducting a facilities resource inventory, preparing facilities for child care, and a list of public capital financing options.

The list is divided into three regions: Northern California, Central California, and Southern California, and by county within each region. Architects generally will work outside their county, and many work on projects statewide. 37p.

Winners of an international award for architecture and design for young children run by Children in Scotland, in association with The Royal Incorporation of Architects in Scotland, The Organisation for Economic Co-operation and Development, Children in Europe and with sponsorship from Lend Lease and support from the Scottish Executive. Includes information about the winning projects with photographs.

Assists with planning an early childhood centers outdoor space to achieve a successful environment for young children. It begins by considering the types of activities that children enjoy outdoors, matching these with milestones in childhood motor development. Equipment and materials that support each of the activities are suggested, along their pros, cons, and advice on purchasing. 19p.

Provides guidance to help select and arrange classroom furniture and equipment to create a child-safe and child-friendly, as well as functional and attractive physical environment. The guide focuses on programs serving children from infancy through preschool, and emphasizes equipment and layout of space to support the development of young children. It offers a step-by- step plan, beginning with an empty room and proceeding through room layout, various activity areas, and the equipment and furnishings that should accompany each area. 38p.

Examines the content and construct validity of this scale used to assess the quality of an early childhood learning environment. With regard to content validity, the vast majority of items (93%) in the scale were found to be important to very important by a diverse panel of 12 experts. Construct validity was measured as the degree of agreement between expert's global evaluation of a center and by using the 142-item ECPERS scale. The data from 13 experts assessing 13 different centers across Australia and New Zealand showed a very high correlation between expert's judgements and ECPERS score (r=0.85). Includes 11 references. 11p.

Section XIX of this document is entitled "Environment and Safety," and covers early childhood facility and premise conditions, space standards, safety consideration, HVAC, lighting, furnishings, restrooms, outdoor play areas, and fire safety. Section XX proposes standards for food service facilities. 65p.

Serves as a tool for emergency response planning in child care programs. This guide provides basic emergency preparedness and planning information that can be customized to fit the size and needs of differing programs. It covers specific disasters such as earthquake, flood, severe weather, bomb threat, contamination, power failure, fire, hazardous materials, abduction, transportation incident, medical emergency, and building collapse. A sample emergency relocation shelter agreement and a sample emergency transportation permission agreement are appended. 28p.

This provides an overall picture of the surroundings that have been created for the children and adults who share an early childhood setting. The rating scale consists of 43 items that assess the quality of the early childhood environment including use of space, materials and experiences to enhance children's development, daily schedule, and supervision. This 43 item scale covers seven categories: Personal Care Routines, Space and Furnishings, Language-Reasoning, Activities, Interactions, Program Structure, Parents and Staff. 96p.

This is a guide and reference tool for early childhood development providers who want to improve or expand their centers. Topics covered include: assessing space needs and project planning; laying out and furnishing classrooms; adding toilets or diaper-changing facilities; making cosmetic improvements; addressing storage needs; designing playgrounds; adding classrooms; evaluating a space for renovation; and planning and building a new center or major renovation. Worksheets, checklists, and case studies are included. 107p.

Reviews the preschool facility data collected by the New Jersey Department of Education in 2003 from providers, showing numbers of buildings and classrooms, whether or not they are leased or owned, but not assessing the condition of the facilities themselves. The data indicate that significant numbers of facilities may be inadequate, and the paper calls for the state to properly screen, assess, plan, and fund preschool facilities. Includes eight references. 11p.

This paper describes the interaction between building design and the quality of child care. It offers examples of effective efforts in Rhode Island and Connecticut to create superior child care facilities and recommends steps to bring the issue more squarely into the discussion of what both communities and children need for health, growth, and success. Includes a child care facilities design checklist. 16p.

This report on preschool facilities analyzes regulations proposed by the New Jersey Department of Education (NJDOE)to implement the Educational Facilities Construction and Financing Act. The report begins with a summary of key findings and recommended amendments to the NJDOE proposed regulations. It then provides background on the Abbott preschool and school construction programs, analyzes the proposed NJDOE regulations, and makes recommendations for needed changes. As the report makes clear, substantial revision of the proposed rules are necessary to improve implementation of the Abbott preschool and facilities programs over the next five-year construction cycle. 14p.

Advises in the planning and design of unsupervised outdoor play areas at military installations to meet child safety and child development requirements. It recommends site layouts, design, and equipment for play lots for age groups 6 weeks to 5 years or 5 to 9 years, neighborhood parks serving ages 9 to 15 years, and community parks serving all age groups. 95p.

Presents steps for Head Start programs to take to identify hazards and resources, train their staff and families, and build partnerships with other agencies in the community. The types of hazards that can potentially impact a Head Start program and the local community are described. Information, tools, and activities to assist the Head Start program in different aspects of disaster planning and preparedness are provided. The sections of the workbook include: 1) Setting the Stage Disasters and the Importance of Preparing, 2) Assessing Your Head Start Program's Risks and Resources, 3) Developing and Implementing a Disaster Plan, 4) Communicating Important Information to Staff, Volunteers, Parents, and Others, 5) Building Teams and Training for Effective Disaster Responses, and 6) Recovering After a Disaster. Forms are included that are designed specifically for printing, for filling in program-specific information, and for use in developing a disaster plan. Supplemental resources that can be helpful throughout the disaster planning process are listed. 130p.

Guides the potential day care provider through the process of planning, programming, and designing a day care center, including Chicago licensing information. Steps in the process are presented as chapters in the guidebook, arranged in much the same order as a child day care provider might use the information to plan and design a center. The chapters are: Getting Started, Programming Center Spaces, Creating a Project Budget, Review of City Licensing Requirements and Process, Selecting a Site and Building, Planning Indoor Space, Site Planning and Outdoor Spaces, Sustainability, Universal Design, Working with an Architect and Other Professionals, Case Study, and Health Requirements for Child Care Centers and City of Chicago Fire Alarm Requirements for Day Care Centers. 165p.

These recommendations to New Jersey's Commissioner of Education by an early childhood subcommittee are for the construction and renovation of Abbott preschool classrooms. These standards provide guidance to school districts and community providers in constructing or renovating preschool facilities that will ensure a quality learning environment; and provide architects and facilities planners with maximum flexibility in meeting the educational needs of each district’s three and four year old children. The standards cover the preschool building, preschool classrooms, the classroom environment, administrative and support rooms, entrance/exits and security, outdoor play areas, and health. 4p.

In 2003, the Illinois Facilities Fund and the Grand Victoria Foundation entered into a partnership called Building Blocks. One component of the initiative is early care and education classroom renovations. This video demonstrates the impact of this initiative. [This video requires the Flash plugin.]

Describes ways children may co-opt elements of their environment for learning and play, rather than the uses for which they were intended. Design considerations that encourage appropriate and discourage inappropriate uses and behaviors are discussed, citing children's particular psychological and motor needs, as well as attention spans, safety, environmental hazards, durability, and maintenance. Environments for children need to be designed with careful consideration of four basic environmental needs children have: movement, comfort, competence, and control. 6p.

Summarizes childhood education research indicating that their should be between 45 and 54 square feet of usable classroom space per child in preschool facilities. Includes 11 references. 3p.

This book is designed to help teachers meet the challenge of creating an effective learning environment for very young children. It includes ideas for planning, using, and evaluating learning spaces that will captivate infants and toddlers and encourage the developmental process. Information for each learning space is complete with thorough illustrations, letters to parents, literacy connections, and vocabulary lists. Learning objectives, and assessments help determine the impact of each learning space on the children’s development. 336p.

Collects the recommendations of designers, manufacturers, child development experts, contractors, government personnel, and financing experts on the use of modular construction in early childhood care and education. Indoor and outdoor design enhancements include larger and lower windows, homelike facades, courtyards, child-scaled entry paths, and covered outdoor decking. 32p.

Presents criteria for planning and designing child care centers in GSA-owned or controlled spaces. Introductory chapters cover the administrations mission, goals, and policies, along with a discussion of the nature of adult and child presence in the facility and NAEYC standards. Planning and design chapters include planning for space and location, site design, interior space design, furnishings and equipment, interior finishes, and technical criteria. Appendices offer guidance with metric/english conversions, poisonous plants, sustainable design, accessibility, and playground furnishing. 154p.

Presents a financial planning guide to help in creating or expanding an incluse child development center. The guide covers financial projections and expenses for facilities, start-up costs, slot capacities and income, specialized services, income, fundraising, staffing, programs, and borrowing. A glossary of common terms and checklist for a loan proposal are included. 19p.

Provides information and strategies to help ensure that child care facilities are welcoming and usable for everyone possible, covering principles of universal design, ideas to incorporate into existing and future facilities, review points for assessing the universal design features of a child care center, an overview of disability types and design tips for accommodating each group's needs, and resources for additional information. 92p.

This manual consists of four chapters, each of which addresses a key component of financial planning and the facility development process: 1) budgeting and basic financial statements; 2) developing pro formas and determining debt capapity; 3) developing a child care business plan; and 4) the facilities development process. The facilities development process includes an overview of the process of purchasing or building a new facility, or renovating and expanding an existing facility. 103p.

This illustrated book outlines hundreds of ways to create healthy and inviting physical, social, and emotional environments for children in child care. It offers hands-on activities to structure adults' reflection on their practical experiences in early childhood environments and to encourage the creation of more complex and interesting learning spaces. The eight chapters focus on: (1) "Laying a Foundation for Living and Learning"; (2) "Creating Connections and a Sense of Belonging"; (3) "Keeping Space Flexible and Materials Open-Ended"; (4) "Designing Natural Environments that Engage Our Senses"; (5) "Provoking Wonder, Curiosity, and Intellectual Engagement"; (6) "Engaging Children in Symbolic Representation, Literacy, and the Visual Arts"; (7) "Enhancing Children's Use of the Environment"; and (8) "Facing Barriers and Negotiating Change." Resources and tools for assessing one's environment are appended. Photos from a wide variety of programs are included. 227p.

Presents a prototype modular early childhood facility, featuring the rotation of one modular of a 3-modular unit to break up the repetitive, boxlike nature typical of modulars. The turning of one unit creates new habitable spaces that can used for outdoor learning and as transitional entrance areas. 12p.

Proposes a 143-item scale for early childhood center directors, educators, policy makers and regulators to assess the quality of the physical environment of childcare, preschool, kindergarten and other early childhood education settings. The Children's Physical Environment Rateing Scale (CPERS) is based on a Piagetian ecological theory of child development and the environment; the research literature including empirical investigations in the United States, Canada, and Australia; the knowledge of many leading childcare researchers, educators, directors and teachers around the world; and childcare and preschool standards in Australia, Canada, New Zealand and the USA. Includes 38 references. 12p.

There is a large body of research that shows that the amount of classroom space per child is the single most important environmental factor affecting the quality of child care programs and the welfare of children and staff. This paper debunks the standard of 35 square foot of classroom space per child for the design of child care classrooms. 3p.

Noting that locating suitable space can be a challenge when starting a new early childhood program or relocating an established program in New York City, this resource paper focuses on physical sites for early education and child care programs and services. Presented in three parts, the paper includes tips for assessing the feasibility of a potential site, estimating the cost, finding the funding to develop the site, and working with an architect. Part 1 identifies six ways to locate potential sites in the community. Part 2 provides suggestions for assessing the suitability of a site for a child care program, considering both licensing requirements and program needs. This part includes tips with regard to amount of instructional space, location in building, other space, playground, rent, and potential space problems. Part 3 focuses on finding and working effectively with a qualified architect. This part includes questions to ask the architect, a list of architectural services, a glossary of architectural terms, and addresses for further information. 23p.

A state run daycare facility was created in existing office space for 103 children, infants through age five. The daycare center located within the Department of Natural Resources building complex was designed with a nature theme; it also includes an outdoor play area. 4p.

Presents standards to be used in planning and establishing a high quality child care program. The standards are based on the recommendations of technical panels that studied particular facets in child care and are intended to serve as goals for practice and guidelines for implementation. The nine chapters of the text address the topics of: (1) staffing; (2) program activities for healthy development of children; (3) protection and promotion of health; (4) nutrition and food service; (5) facilities, supplies, equipment, and transportation; (6) infectious diseases; (7) children with special needs; (8) program administration; and (9) licensing and community action. The chapters list almost 1,000 standards. Each chapter includes a rationale for each standard and comments concerning the standard. A list of references is provided at the end of each chapter. A series of 39 appendices includes further lists of standards and additional information relating to standards, a reference list for the appended materials, a glossary, and an index. 538

This article compares the messages contained in the physical environments of early childhood classrooms in Reggio Emilia, Italy, with typical early childhood settings in Canada and the United States. The article examines the classroom’s "aesthetic code,", i.e., the social construction created, consciously or unconsciously, by the classroom’s environment and its impact on student feelings and social perception. The author discusses how these "codes" reflect each culture’s image of the child, cultural values in general, and broad educational goals. Concluding comments explore the implications that these classroom codes have for art educators. 10p.

Discusses the impact of the physical environment in early childhood educational settings, citing specific findings from a number of studies, and describing ten principles for the architecture of early childhood development. Includes 48 references. 14p.

This book presents 22 preschool buildings from all over the world, selected on the basis of how well they approximate an ideal preschool where children and educators live harmoniously in exceptional settings. The projects also include technological innovations (experimental materials, specific construction details) and visible ecological installations, such as energy savings through the use of solar panels, tanks for rainwater collection, or recycling of materials. Each building description contains several color photographs. (An appendix discusses children's playgrounds.) 192p.

This book examines the early childhood environment with the vision of making it a place where all young children will be physically, emotionally, aesthetically, and intellectually nurtured. It explores how to use furniture, color, materials, storage, lighting, and more to create space and activity centers that support children's independence and decision-making and allow them to make the environment their own. Each chapter provides educators with detailed illustrations and photographs to help them set up or arrange what they already have in the classroom. Specific chapters address: (1) the power of the environment and its impact on children; (2) contemporary childcare spaces; (3) the teacher's new role as designer; (4) principles of meaningful environments; (5) aspects of quality environments for children; (6) assessing what you have and ways to review existing spaces; (7) making a plan that works for you, evaluating the current environment, and developing goals for the environment; (8) the designer's toolbox, where to find classroom materials and furnishings, innovative ideas, purchasing lumber, and finding help; (9) enriching the environment; and (10) resources about early childhood environments. Appendices include inventory forms, storage ideas, an anthropometric chart for a child-scaled environment, and drawings of different centers. 191p.

Provides detailed information about every aspect of the planning and design of child care centers, for architects, interior designers, developers, and child care professionals. The book is organized into four parts: 1) the child's environment; 2) the design process; 3) ingredients of good design; and 4) the functional spaces. Step-by-step explanations are provided of interior and exterior layout and design principles through case studies. Includes licensing and code requirements, operational standards and strategies, and checklists, charts and graphs Features over 300 floor plans for infant and toddler, preschool, and afterschool spaces, plus areas for outdoor play. 483p.

This paper presents advice on what questions to ask and what points to consider when purchasing classroom furniture. The suggested questions help purchasers determine how safe the furniture is and how appropriate it is for a particular age group. Also provides easy-to-use references that cover planning a furniture purchase, making the actual purchase, and choosing a furniture vendor. 10p.

Series of indicators for facilities housing preschool programs that would meet the needs of three and four year olds. These guidelines provide a starting point for an assessment of current preschool facilities, and can lead to the development of improved design for new buildings. Includes preschool classroom space, storage, bathrooms, floors, lighting, furnishings, entrance/exits, and outdoor play areas. 5p.

This paper addresses how early childhood center design can improve the quality of these centers in terms of health, safety, and the appropriate development of the child. It briefly explores educational trends involving early childhood centers, then addresses the key spaces in these centers designers should focus on, including the classroom, outdoor space, multipurpose room, health center, teachers' work space, and administrative area. It also explores the key issues in designing early childhood centers concerning health and safety, developmentally appropriate environment, play areas, and overall size. Final comments discuss placing early childhood centers in schools. 4p.

This guide contains suggested criteria for planning, designing, and renovating Head Start centers so that they are safe, child- oriented, developmentally appropriate, beautiful, environmentally sensitive, and functional. The content is based on the U.S. General Services Administrations Child Care Center Design Guide, PBS-P140, which was intended for use in developing GSA child care centers and expanding or renovating existing ones. It discusses the groups and processes that may be involved in planning and designing a Head Start Center, standards for design and operations, and the goals and objectives for center design and operation. Other chapters include topics on planning location and space; site design; interior space design; furnishings and equipment, including references to applicable codes and regulations; interior finishes; and suggested technical criteria for the design and construction of elements and systems in the center. Appendices list commonly used terms in the construction industry, applicable Head Start Program Performance Standards and guidance, information on metric conversion, and appropriate plantings for the vicinity of centers serving children. (Contains 31 references.) 160p.

This guidebook assesses the feasibility and potential impact a specialized lending program might have on the capital needs of community-based child and family services. It explains the need for quality facilities and how physical space can affect child care quality and the program's impact. Also described are the problems associated with capital loans for these services and examines how facilities loan funds directly improve access to credit and how they can have broader indirect impact on the level of capital investment in community programs. Types of loan funds are examined, as are the characteristics of a lender's capital structure, lending policies, several start-up strategies, and capitalization loan strategies used by other institutions. 34p.

As part of a feasibility study for a pre-school conducted with the Jackson Community Design Center for Stewpot Community Services, the Educational Design Institute has developed a series of tearsheets to aid designers in planning pre-school environments. These sheets outline educational objectives, optimum square foot standards, general environmental concerns, furniture and equipment for infant, toddler and pre-school age groups. A diagram of each room along with a list and diagrams of furniture and equipment are included for each age group. 7p.

To address the growing demand for high-quality child care, many communities are seeking to develop specialized child care facilities funds to build new, and improve the quality of existing, child care programs. This toolkit is designed for policymakers, nonprofit leaders, child care providers, and others interested in increasing access to high-quality child care through the development of a child care facilities fund. The kit is organized around six sections. Following an introductory section, Section 2, "Why Start a Child Care Facilities Fund?" presents basic information about how child care facilities funds can help meet the growing demand for high-quality child care. Section 3, "Getting Started," describes some of the initial steps needed, including convening a committee of stakeholders, understanding the facility needs in the community, establishing goals and priorities, and identifying potential partners. Section 4, "Designing Your Facilities Fund: Structure, Funding, Products, and Services," lays out some of the design considerations for starting a child care facilities fund and includes a list of funding sources, information regarding fund administration, eligibility considerations, and what types of expenses should be funded. Section 5, "What Can You Do?" describes some options that stakeholders can use to support, promote, or lead efforts to start up, design, and operate a child care facilities fund, including specific suggestions and examples for government agencies, elected officials, banks, philanthropies, parents, providers, and others. Section 6 provides a list of publications and organizations that may be helpful in starting a facilities fund, including a brief description of facilities funds from around the country. A glossary of child care and facilities financing terms is included. 39p.

This report presents guidelines for use by architects, designers, and teachers in designing an environment that will complement and enhance the Montessori teaching method. Provides a history of the Montessori Method, analysis of books written by Montessori and her followers, review of methods and settings, and a section containing interviews and inventories done in six Montessori schools in Milwaukee, Wisconsin. Appendices contain school interview forms and pages describing "muscular education" from the book, "Montessori Method." 80p.

This publication about pre-school nursery design illustrates major issues and ideas about these spaces and provides comprehensive guidance for the planners and designers of such spaces. The author presents examples of historical and contemporary kindergartens that demonstrate practical ways that educational theory can be incorporated into new buildings. The guide addresses such issues as whether kindergartens should be designed like homes away from homes, what spaces a modern nursery should have, and what special details should be considered to enhance the learning environment. The book also charts attempts made by educators and architects over the last 100 years to provide educational environments for young children. This revised edition features two new projects from Denmark and the United States and provides new source material throughout the book. 217p.

This 3-part book addresses the design or maintenance of spaces where children are the primary users covering both commercial and residential designs and products. Part I chapters provide anthropometric data of children from birth to age 18, offers dimensions for typical objects within the child's built environment; synthesizes the Consumer Product Safety Commission's safety guidelines for play areas; and provides dimensions of typical, and sometimes untypical, products that are often found in children's environments. Part II features a source list developed for designers that lists products appropriate for use in children's environments. Part III chapters outline the development of children's abilities and perceptions in the first stages of life from birth to age 10, and offers a bibliography of the most effective and highly regarded resources in the area of children's design. 306p.

This describes financial barriers to feasible early childhood facilities such as low fees and subsidy reimbursement rates and the high costs of child care facilities. The article discusses the California model of housing-leveraged facilities financing as a means of filling the child care equity financing gap. 3p.

This guidebook provides maintenance and operations guidelines for managing General Services Administration (GSA) child care centers within the same standards and level of a GSA operated facility. Areas covered address cleaning standards and guidelines; equipment funding and inventory; maintenance of living environments and problem areas; checklists for school safety, health, and security; designing and remodeling; and playground maintenance. Also covered are the roles and responsibilities of child care providers, and comments on operation costs and quality. Final sections address issues on fundraising such as legal considerations and steps to fundraising success. 115p.

This document describes one Connecticut school district's project to build a facility that is designed for small children and supports an educational program focusing on early learning success for all children. Describes the school district's goals, the project's rationale, the long-range plan to prepare students for the 21st century, the learning activities and program needs for each grade level, and the various facility design requirements that will support the student's educational and social needs. 16p.

The aim of this paper is to set down some of the theoretical dimensions of the physical environment to encourage playworkers to consider space and its content as a versatile, valuable support in playwork practice. An inviting sense of place allows children to express themselves, to interact and unfold their curiosity for the external world, including relations with the people around them. Place-enhancing processes, activated through play, help elaborate the place beyond the confines of everyday life, providing children with a sense of belonging, identity, and ownership–the culture of the place. The body (our personal, most private space) has a very dynamic relationship to external space that is so commonplace we often gloss over it. As we discover the body-in-space, the body-in-time appears as the companion, helping to complete the totality of body skills. The richer and more diverse the world is, the greater likelihood that places acquire anima locii. Regarding the potential play value of a diverse, changeable physical environment, one could say that a play program can only be as good as its physical environment and the playworkers’ skill in managing it to maximize the programming potential with the children. [Authors' abstract]

This document presents requirements related to staff and facilities providing early childhood special education services in North Dakota. Teacher qualifications are stated and staffing patterns involving teachers, related services personnel, paraeducators, and volunteers are described. A section on administrative considerations provides additional standards and guidelines for classroom facilities (especially accessibility options), safety standards, playground facilities, emergency precautions, interagency collaboration, transportation, funding, evaluation, and technology-based options. 14p.

Discusses affordability, accessiblity, care for school-age children, community building, quality, consumer awareness, etc.

The Administration on Children, Youth, and Families is issuing this final rule to 45 CFR Part 1309 to implement the statutory provision authorizing Head Start grantees to use grant funds to purchase facilities in which to operate Head Start programs. This amendment makes 45 CFR Part 1309 one complete rule covering use of grant funds to purchase along with construction and major renovations to Head Start Facilities. The rule specifies (1) what information must be included in requesting grant funds, (2) what measures must be taken to protect the Federal interest in facilities purchasing using Administration for Children and Families grant funds, (3) requires that grantees acquire specified types of insurance and maintain the facilities within applicable building codes and standards, and (4) includes modular units in the "facilities" definition and requires grantees purchasing modular units to comply with these regulations which include provisions applicable to the purchase of modular units. Additional administrative provisions conclude the document. p5939-5949

This document provides technical assistance in addressing major areas of the child care facility construction and renovation process, including conducting a child care community needs assessment, identifying a site, financing costs, developing a business plan, conducting an environmental assessment, building and designing a facility, and hiring contractors. A glossary of terms and resources are provided. Appendices contain a sample notice of federal interest, a list of construction and renovation documents and deadlines, and an application of Title III (Public Accommodations) of the Americans with Disabilities Act to the Tribes. 74p.

There is a considerable amount of research documenting the effects of noise on children. The effects are largely negative. Research findings in this field are described, current research by Maxwell and Evans is discussed, and design issues related to noise and child care centers are outlined. 4p.

Outdoor play is commonly believed to be an important form of play for young children. This shows how to design, equip, and maintain safe yet challenging playgrounds. The chapters are: (1) "Why Playgrounds?" exploring the elements and value of outdoor play and safety versus challenge; (2) "Developmental Characteristics of Young Children," including physical, emotional, social, and cognitive development, and sensory experiences outdoors; (3) "Playground Design," including analyzing children's outdoor play patterns and needs, and assessing the outdoor environment and planning the layout; (4) "Furnishing the Outdoor Classroom," including stationary structures and loose, manipulative materials; (5) "Safety," including standards and guidelines; (6) "Supporting Children's Outdoor Play: The Adult's Role," outlining specific strategies; and (7) "Playground Assessment Case Study," including the surrounding community and recommendations. Seven appendices include observation records, inspection and incident report forms, and a list of toxic and nontoxic vegetation. (Contains 40 references.) 144p.

These four early childhood education conference papers discuss ideas and themes to create healthy educational environments inspired by preschool sites in Reggio Emilia, Italy. The first paper, "Environmental Visions: Daisies and the Possible" discusses the influences of Reggio Emilia. The paper notes how the environment of a center should fit its image of children: as learners and researchers; in constant relationship with their surroundings; as being capable of long investigation of media; as being able to solve important problems; as social beings; as entitled to beauty; as welcome; and as engaged in learning. The second paper, "Melbourne via Reggio Emilia" concerns the culture of a private early childhood center in Melbourne, Australia. The paper notes how the center's culture was presented through its physical environment such as interior and exterior architecture and design, and suggests that the design of early childhood centers should: create a conducive environment for learning; provide children with a sense of achievement and ownership in the environment; and allow children a degree of freedom. The third paper, "Packing the Suitcase: What To Pack?" presents the authors' experiences designing an early child care center in Geelong, Australia, inspired by their Reggio Emilia experience. The fourth paper, also titled "Melbourne via Reggio Emilia" concerns refurbishment of the Junior School of Melbourne Girls Grammar in Australia. Includes a profile of conference speakers.

This report describes early childhood education programs and facilities and presents planning guidelines to assist design professionals to plan facilities that meet the evolving needs of public schools in North Carolina. It addresses issues concerning both the indoor and outdoor environments of early childhood educational facilities, provides sample floor plans that supplement and clarify those issues addressed, and presents several photographs depicting early childhood facilities in several North Carolina schools that illustrate descriptions discussed in the report. Appendices provide a checklist on outside play areas to make them safe; and descriptions of sample learning centers that include art, toy blocks, computers, dramatic play/housekeeping, family area/library corner/listening area, woodworking, and manipulatives and table toys. Additional resources are listed. 31p.

This descriptive study surveyed directors/education coordinators, lead teachers, and parents to identify the effects of facility design and equipment acquisition on the curriculum offered in preschool centers. Study results indicate that the components of facility design had varying deg