CHAPTER 7: INTERIOR SPACE DESIGN
level should be considered so that they can be eye-level with seated
See Section 9.3.2 for indoor air quality requirements for area carpets,
adults and see the entire room.
rugs, and mats.
Nests and crawl spaces provide a safe environment which a baby can
Allow for sand and water play which might consist of freestanding tables
explore. These can be constructed with low, permanent, soft barriers,
or troughs with nearby hooks for smocks and towels. An impervious
or movable objects.
floor finish must be provided. Provide a floor drain, if feasible. (This
Furnish mirrors at floor level for babies to see reflections. Approximately
may not be feasible in an existing center.) Sand and water play can
455 mm minimum height from the finished floor is recommended. Mir-
occur in the art sink area. Art sinks shall be provided for older toddlers
ror material must be shatterproof: safety glass, acrylic, or reflective metal.
but not young toddlers.
Edges must not be able to cut or puncture skin.
A listing of furniture and equipment for this area is found in Chapter 8.
Furnish low grab bars at 455 mm above floor level to aid infants in pull-
ing up to a standing position. These bars also may aid an infant's sense
7.5.9 Activity Area for Pre-School Children:
of security while developing walking skills. A minimum total length of
The pre-school open activity area is larger than the younger children's due
1525 mm is to be provided in each infant classroom.
to the greater number in this group and their increased energy level and
In order to meet licensing requirements in some states, carpet is not
variety of activities. Pre-school children are involved in a wide range of
allowed in infant rooms. Floors that are not padded shall be a material
activities, and their level of skills enables them to take part in more advanced
tile, linoleum, or wood in order to be mopped and sanitized daily. Soft
activities, requiring a greater number of interest areas configured for small
areas can be provided using area rugs, floor mats, etc., provided they
groups of children in each area. Provide the following architectural features
have anti-slip surfaces to prevent accidents.
in the pre-school classroom:
Furnish views to the outside and to the circulation pathways from floor
Allow for maturing skills in large motor development. Refer to the dis-
level, if possible.
cussion on lofts and platforms in this chapter.
Consider a baby's point of view and furnish interesting things to ob-
Allow for sand and water play which might consist of freestanding tables
serve. These include views from adult seating and standing height while
or troughs, with nearby hooks for smocks and towels. An impervious
the child is being held.
waterproof floor finish and a floor drain is required where feasible. Sand
Refer to Chapter 8 for a list of furniture and equipment supplied for this
and water play can occur in the art sink area or outside.
area.
A listing of furniture and equipment for this area is found in Chapter 8.
7.5.8 Activity Area for Toddlers:
Hard surface, impervious flooring shall be provided throughout. If the
The toddler open activity area should offer an even greater range of
initial design meetings present a strong predilection towards carpet,
opportunities for exploring and greater challenges in developing large motor
particularly for quiet areas, then a limited amount of area carpets with
skills. Toddlers have just learned to move very quickly, often in groups of
non-skid backing and mats will be provided by GSA for these areas.
two or three. The activity area must allow for running and cruising (movement
See Section 9.3.2 for indoor air quality requirements for area carpets,
through the space to view and select from a variety of activities) without
rugs and mats.
disrupting children in other activities. Provide the following architectural
features in the open activity area for older toddlers:
7.5.10 Activity Area for School Age Children:
Design broader pathways to accommodate group movement or cruis-
The school-age open activity area needs to allow free movement within
ing.
the space. More cooperative play can occur in this classroom, such as
Furnish intimate spaces for toddlers which still retain visual connection
group activities and games. Children of this age have a higher level of
with the teacher.
development which enables them to take part in a wider range of activities.
Hard surface, impervious flooring shall be provided throughout. If the
Provide a quiet area within this space for children to do homework. An
initial design meetings present a strong predilection towards carpet,
area for reading should be provided with natural light and a quiet envi-
particularly for quiet areas, then a limited amount of area carpets with
ronment with natural light.
non-skid backing and mats will be provided by GSA for these areas.
The activity area should be large, open, and flexible.
PBS-140 - July 2003
7-12
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