CHAPTER 7: INTERIOR SPACE DESIGN
Open, unrestricted activity area
7.2.2 The Classroom Location:
In order to receive the maximum access to natural light, classrooms should
Block area (5.95 M squared minimum) that is located away from main
be located along the exterior perimeter of the building. Where this is not
circulation
possible, the classroom must "borrow" the maximum amount of natural
Cot storage
light from areas that are located along an exterior wall which has windows.
Classrooms require direct access to the central circulation system and as
direct as possible to the play yards. Classrooms should also be close to
School-Age Classroom:
common use spaces. Infants and young toddlers must have classrooms
Entrance
separate from other age groups. In small centers the design should allow
Loft area
for future expansion.
Area with level change (three risers minimum)
7.2.3 Classroom Size:
Personal storage
Design classrooms to accommodate the number of children for each age
Classroom and teacher storage
group. Refer to Chapter 4 for the NAEYC table for maximum group sizes
Private male and female toilets with hand washing sinks in toilet rooms
and Chapter 5 for the table defining space allowances for each age group's
where more than one toilet is required
classroom. Local licensing requirements must also be referenced. The
most stringent standard should apply.
Eating/table area
Art sink
7.2.4 Separation of Spaces:
Open, unrestricted activity area
Separation can be achieved by using solid and glazed partitions (either
partial or full height), doors, casework, cabinets, panels, and railings. Three
Kindergarten classrooms require separate male/female toilets, which
types of separation must be considered:
comply with ADAAG and with UFAS. Doors must be low enough (1500
Acoustical separation
mm max.) to allow adult supervision. If child privacy is an issue, raise to
Visual separation
2000 mm. If windows are used they should also be located to allow
Physical separation
adult supervision of the areas.
The zoning of classrooms is critical to the success of the center. The
The following aspects of separation need to be considered when designing
designer will have to consult at length with users including the provider, if
the classroom spaces:
possible, as well as the RCCC. General design principles include:
Separate classrooms: Groups of children must be physically sepa-
Discreet functional areas need to be planned in the design of the class-
rated from each other. Sound transmission between classrooms should
room even though they will be created primarily with furniture.
be controlled, with not less than 34 STC partitions, although complete
Noisey and active areas need to be away from quiet areas.
acoustical separation is not necessary. High noise levels from adjoining
The circulation from equipment such as slides needs to flow away from
classroom spaces can disrupt class activities and raise tension levels.
activity centers.
Some noise transmission is desirable to allow children to be aware of
Block play is an essential activity and areas must be provided where
other groups. Small, strategically placed windows between classrooms
blocks can remain in position for more than a day. This means it must
is recommended, to allow children the opportunity to view other class-
be protected from main circulation paths and active play.
room activites. Placement of windows should not interfer with potential
Do not encumber the space with more tables than necessary for meal
placement of classroom furniture. If placement of several windows is
time. Avoid excessive distance between them. In terms of using the
not feasible, at least one window at child and adult level should be pro-
minimum amount of circulation space, rectilinear tables arranged with
grammed.
1 m clear space between them have been found to work best.
PBS-140 - July 2003
7-7
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