Pre-K Possibilities
Aug 1, 1999 12:00 PM, Nancy Allison
The growing trend of educating pre-kindergarten children has given rise to a new set of design parameters for educational facilities. Children as young as 3 years old have much to gain in their social and intellectual development from an early educational experience. Early-education centers (EECs) must be designed to meet the special needs of 3- and 4-year-olds.
Classroom sizes for this age group usually are larger than those for older children-generally 1,250 square feet compared with 900 square feet-to allow more space for larger materials, educational play and greater movement. Instead of 25 to 35 chairs and desks with perimeter storage, an early-education room is likely to contain chairs, tables and modular storage, as well as a toy kitchen, puppet theater, Lego table, painting easels and a manipulatives area for items such as puzzles or blocks. Each classroom has foldout pads for naps or rest time, and toilets.
Flexibility is important in classroom design. Generally, EECs do not have specialized classrooms for subjects such as art or science, so each classroom must be designed to accommodate varied activities.
Typically, a room is divided into several activity centers: wet, for science and artwork; dry, for manipulatives and imaginative play; quiet, for reading and work on computers; and active, which might involve play with puppets or a toy kitchen. Different activities take place simultaneously in small groups while the teacher circulates to observe and facilitate the children's work and interaction.
A classroom may have two teachers or a teacher and a full-time aide for every 20 children. The room's flexibility allows the teachers to arrange their rooms to meet their specific goals and change the layout of the room periodically to highlight educational themes.
Early-education centers do not have gymnasiums; instead, there are gross-motor rooms, which are smaller and more welcoming than a standard gym. These rooms include game lines on the floor for relay races and other games appropriate to the age group.
Interior circulation and scale Moving 20 three-year-olds from a classroom to a cafeteria is not always easy. Circulation throughout the building should be kept simple; each new area should be clearly marked. Although children are not left to navigate on their own, clear organization of spaces increases their comfort as it signals a change in activities.
A memorable route provides youngsters with a feeling of orientation and familiarity. Identifiable landmarks, such as striking colors, architectural features and materials, can be used to mark the route between classrooms and common areas. Clarity also is enhanced by establishing interior views that connect significant spaces.
Scale is critical in an early-education center. Counters, windows and built-in seating must be accessible to youngsters. Counters should be one foot, 10 inches high for children-a foot lower than the ideal height for adults-and seating should be about 10 to 12 inches above the floor. Windows should be low enough to provide easy viewing. Open cubby areas that allow teachers unobstructed visibility are preferable to enclosed coat rooms. Even restroom areas often are open to view as a safety precaution. Surveillance is an important factor for the entire facility; EECs should have the ability to closely monitor anyone entering or leaving the building.
Materials and site development Select the quality of building materials with an eye toward durability and comfort. Hardwood or rubber provides resilient surfaces for flooring, and area rugs offer comfortable seating for floor games.
Enhance the interior character of the building with educational materials and displays of students' work to cover every available surface. Subdued interior finishes can provide an appropriate background for these materials. Because young children learn from hands-on exploration, the physical environment should stimulate learning by providing a variety of materials, views and spaces.
Outdoor play is essential to a preschool curriculum. Children typically have one outdoor play session in a half-day program and two sessions in a full-day program. Play structures may include equipment for sliding, climbing, crawling, balancing, running and imaginative play. All outdoor play areas should have convenient access to toilets and drinking water, and provide a mix of sun and shade. Install a safe, durable surface under and around all play equipment.
