B08_A1C_GSA_Guide_for_chilcare_Blg_.pdf

U.S. General Services Administration

Public Buildings Service Office of Child Care

Child Care Center Design Guide

PBS-140 - July 2003

PBS DIRECTIVE

SUBJECT: Child Care Center Design Guide

1. Purpose. This directive transmits a revised version of the General Services Administration (GSA) publication, the Child Care Center Design Guide PBS-100, March 2003.

2. Cancellation. The former version of the Guide, PBS 140, dated June 1998, together with its previously published English measurement version.

3. Background. The transmitted document reflects updated guidance and standards based on GSA’s experience with design, construction and renovation of centers since the last publication of the Guide. In accordance with the Omnibus Trade and Competitiveness Act of 1988 (Pub. L. 100-418), which mandates the metric system as the preferred system of measurement in Federal procurement, Guide measurements are expressed in the metric system.

4. Instructions. Metric measurement should be used for all design initiated after January 1, 1994.

F. Joseph Moravec Commissioner Public Buildings Service

Attachment

Table of Contents Chapter 1: INTRODUCTION TO THE GUIDE

Chapter 2: MISSION, GOALS, ADMINISTRATION, AND POLICY

Chapter 3: ADULTS AND CHILDREN IN THE CENTER

Chapter 4: NAEYC AND OTHER STANDARDS

Chapter 5: PLANNING FOR SPACE AND LOCATION

Chapter 6: SITE DESIGN

Chapter 7: INTERIOR SPACE DESIGNS

Chapter 8: FURNISHINGS AND EQUIPMENT

Chapter 9: INTERIOR FINISHES

Chapter 10: TECHNICAL CRITERIA

Appendix A: METRIC/ENGLISH CONVERSIONS

Appendix B: POISONOUS PLANTS

Appendix C: CONTACT SHEET

Appendix D: CHILD CARE FACILITY CHECKLIST

Appendix E: SUSTAINABLE DESIGN: TERMS AND GOOD PRACTICES

Appendix F: ACCESSIBILITY

Appendix G: PLAYGROUND SOLICITATION REQUIREMENTS

ACKNOWLEDGEMENTS

Caring for Our Children, National Health and Safety Performance Stan-dards: Guidelines for Out-of-Home Child Care Programs, Second Edi-tion. American Academy of Pediatrics, American Public Health Associa-tion and U.S. Department of Health and Human Services, Health Re-sources and Services Administration, Elk Grove Village, IL, 2002

An Outdoor Classroom, Steen B. Esbensen, High/Scope Press, Ypsilanti, MI, 1997

Caring Spaces, Learning Places: Children’s Environments that Work, Jim Greenman. Exchange Press, Inc., Redmond, WA, 1998

Child Care Design Guide, Anita Olds, PhD, McGraw-Hill, New York, NY, Child Care Design Institute, Harvard University, Bruce Brook, AIA and Anita Olds, PhD.

Children’s Design Group, Mark D. Pavey, AIA, Children’s Accessibility Design, Montgomery, AL

City Design Collaborative, Inc., Anita Olds, PhD. Architectural Prototype Document, “Study for the Design of Day Care Centers in State Facilities,” Boston, MA, 1987

Constructivist Early Education: Overview and Comparison with Other Pro-grams, R. DeVries, and L. Kohlberg, National Association for the Educa-tion of Young Children, Washington, DC, 1987

Custom Playgrounds, Esther Grossman, Play Yard Design, Brooklandville, MD

Designing Settings for Infants and Toddlers in Spaces for Children, Anita Olds, PhD, Weinstein and David (eds), Plenum, 1987

Early Childhood Environment Scale, Thelma Harms and Richard M.

Clifford. Teachers College Press, New York and London, 1980

Environmental Coordinator, Sandra J. Jones, General Services Administra-tion, Atlanta, GA

Infant/Toddler Rating Scale, Thelma Harms, Richard M. Clifford, and Debby Cryer. Teachers College Press, New York and London, 1990

Natural Logic, William Reed, AIA, Sustainable Design, Bethesda, MD

Piaget’s Theory of Intellectual Development, Herbert Ginsberg and Sylvia Opper, Prentice Hall, Englewood Cliffs, NJ, 1988

Planning and Design of Children’s Outdoor Play Environments, U.S. De-partment of the Army, U.S. Government Printing Office, Washington, DC and National Technical Information Service, Technical Manual TM 5803, New York, NY, 1982

Play and Playscapes, Joe L. Frost. Delmar Publishers, Inc., Albany, NY, Play for all Guidelines, Susan M. Goltsman, Daniel S. Iacofano, and Robin C. Moore. MIG Communications, Berkeley, CA, 1987

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ACKNOWLEDGEMENTS

The GSA Child Care Center Design Guide contains information obtained from the sources below. However, general concepts, theories, and empirical information obtained from those sources have not been specifically footnoted. The GSA appreciates the use of these valuable resources which provided a strong starting point for the GSA in its effort to establish national standards for child care facilities. The sources are listed alphabetically.

ACKNOWLEDGEMENTS

Playgrounds for Young Children: National Survey and Perspectives, Sue C. Worthham and Joe L. Frost, American Alliance for Health, Physical Education, Recreation, and Dance, Reston, VA, 1990

“Psychological and Physiological Harmony in Child Care Center Design”, A.R. Olds, PhD, Special Issue of Children’s Environments Quarterly, Win-ter 1989, Vol. 6, No. 4

Quality in Child Care. What Does the Research Tell Us? D.A. Phillips, National Association for the Education of Young Children, Washington, DC, 1987

Raising Children Toxic Free, Herbert Needleman and Philip Landrigan, Avon Press, New York, NY, 1995

Recommendations for Accessibility Standards for Children’s Environments, Architectural and Transportation Barriers Compliance Board, M.G.B. Long, and R.L. Mace. Barrier Free Environments, Raleigh, NC, 1992

Recommendations for Child Care Centers (rev. ed.), G.T. Moore, C.G.

Lane, A.B. Hill, U. Cohen, and T. McGinty. University of Wisconsin, Mil-waukee Center for Architecture and Urban Planning Research, Milwau-kee, WI, 1989

Report and Model Law of Public Play Equipment and Areas, M.L. Morrison and M.E. Fish, Consumer Federation of America, Washington, DC, 1992

The Case for Mixed Age Grouping in Early Education, L.G. Katz, D. Evangelou, and J.A. Hartman, National Association for the Education of Young Children, Washington, DC, 1990

What is Quality Child Care? B.M. Caldwell and A.G. Hilliard, III, National Association for the Education of Young Children, Washington, DC, 1985

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CHAPTER 1:

INTRODUCTION TO THE GUIDE

1.1 Purpose 1-1

1.2 Users 1-1

1.3 Applicable Documents 1-2

1.4 Organization 1-2

1.5 Glossary of Terms 1-3

CHAPTER 1: INTRODUCTION TO THE GUIDE

CHAPTER 1:

INTRODUCTION TO

THE GUIDE

This chapter describes the purpose of the Guide, its organiza-tion, the intended audience, how the information should be applied, and other documents that must be referenced. It also contains a glossary of terms used throughout the Guide.

1.1 Purpose

The GSA Federal Child Care Center Design Guide (hereinafter referred to as the Guide) contains criteria for planning and designing child care cen-ters in GSA-owned or controlled spaces. It is intended for use in develop-ing future centers and expanding or renovating existing ones. Further-more, it aims not only to specify design criteria but also to explain the rationale for the criteria in order to enhance professional judgment. The criteria contained in the Guide establish the baseline levels of features and finishes to be provided in all GSA centers. The Guide also identifies de-sired or allowable design features.

The objective of the Guide is to promote centers that are child-oriented, developmentally appropriate, beautiful, environmentally sensitive, health promoting and functional. The designer needs to be aware that a child may be in a center up to 12,500 hours if he or she starts as an infant and continues until entering school.1 Because children spend such long hours at the center, the design of their spaces is especially critical.

The design effort must allow for, and be sensitive to, the differences in space attributes for children and those for adults as well as the differences in space usage by the children in different age groups. Information about the characteristics and activities of the children is included to provide rationale for aspects of design. The requirements and recommendations set forth in the Guide are aimed at establishing optimal design; though, specific maximum or minimum requirements are stated when appropriate.

The Guide provides a discussion of issues that affect design. It sets the benchmark. If stakeholders believe that certain features cannot be met at a specific center location, these concerns should be addressed to the Office of Child Care through the Regional Child Care Coordinator (RCCC).

1.2 Users

The Guide is intended to be a source of basic architectural information for all individuals involved in the design of Federal child care centers. Individuals seeking detailed information on child care practices, center operations, or general Federal building standards should refer to other documents. Spe-cific users of the Guide include:

Architects and Engineers (A/E’s) who will provide design services under the direction of the GSA. In addition, these individuals must use the Guide for pre-design planning or to assess the extent of improvements required in an existing center in order to achieve the standard established herein.

GSA Public Buildings Service in preparation of Prospectus Development Studies (PDS), planning and program preparation. The Guide outlines the special GSA child care center requirements which exceed base building alterations and services for office space.

GSA Regional Child Care Coordinators to interpret the level and type of features and finishes to be provided in centers.

GSA Property Managers to maintain all centers and improve existing ones to meet the benchmarks set in the Guide. In addition, the GSA managers will use it for guidance in repair and replacement of existing conditions and equipment.

GSA Real Estate Specialists when developing Requests for Proposals (RFP) and Solicitation for Offers (SFO) for the procurement of child care center space.

Federal Agencies planning to contract with private sector architectural firms to establish new centers or renovate existing ones.

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1.3 Applicable Documents

Other documents that the user must reference include the latest edition of the following:

The GSA’s Facilities Standards for the Public Buildings Service con-tains standards and requirements for all spaces owned or controlled by GSA. It also instructs the user on other codes, standards, and regula-tions that apply, including access for the disabled, historic preservation, energy conservation, cost analysis, value engineering, fire protection en-gineering and environmental protection.

The GSA’s Prospectus Development Study Guide (PDS) should be refer-enced when a center is in an above prospectus project. The PBS Guide contains project-specific architectural programs, budgets, and implemen-tation strategies.

Federal Management Regulations (FMR 102-19), Assignment and Utili-zation of Space, General Services Administration. The FMR identifies policies and procedures for development of space requirements and the use of space in GSA-controlled facilities.

Uniform Federal Accessibility Standards (UFAS), Federal Standard 795, General Services Administration.

Americans with Disabilities Act (ADA), and the Americans with Disabili-ties Act Architectural Guidelines (ADAAG), Department of Justice, Of-fice of the Attorney General.

Accreditation Criteria and Procedures of the National Academy of Early Childhood Programs, National Association for the Education of Young Children (NAEYC).

Developmentally Appropriate Practice in Early Childhood Programs Serv-ing Children from Birth to Age Eight, National Association for the Educa-tion of Young Children (NAEYC).

Lead in School Drinking Water, EPA 570/89-001.

State licensing requirements for the individual states where Federal child care centers are located.

Handbook for Public Playground Safety, US Consumer Product Safety Commission (CPSC).

The Secretary of the Interior’s Standards for Rehabilitation and Guide-lines for Rehabilitating Historic Buildings, US National Park Service.

Fire Safety Retrofitting in Historic Buildings, August 1989, Advisory Council on Historic Preservation and the General Services Administration.

Lead-Based Paint Interim Guidelines for Hazard Identification and Abate-ment in Public and Indian Housing, September 1990, Department of Housing and Urban Development (HUD).

Radon in Water Sampling Manual (EPA/EERF-Manual-78-1), Environ-mental Protection Agency.

The Environmental Resource Guide, with Supplements, The American Institute of Architects, 1996.

Building Security Assessment provided by the regional Federal Protec-tive 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 materi-als in Government procurement.

1.4 Organization

The following are brief descriptions of each chapter.

Chapter 1: Introduction to the Guide. The chapter describes the pur-pose of the Guide, its organization, the intended audience, how the infor-mation should be applied, as well as other documents that must be refer-enced. It also contains a glossary of terms used throughout the Guide.

Chapter 2: Mission, Goals, Administration, and Policy. The chapter describes the administration and policies of GSA with respect to child care centers. The chapter also discusses the agency groups involved in the planning and operation of the center, and the process necessary to design a high quality, cost effective child care center. It also deals with real estate

1-2 management policies affecting center development, standards with which design and operations must comply, and the GSA goals and objectives for center design and operation.

Chapter 3: Children and Adults in the Center. The chapter identifies those who use the center and how they tend to utilize it. A discussion of children’s basic developmental needs and activities for each age group, and how these needs and activities impact the design of the center, is also included.

Chapter 4: NAEYC and Other Standards. The NAEYC criteria for op-erational programs, including child group sizes and staff-child ratios, are summarized.

Chapter 5: Planning for Space and Location. The chapter describes criteria used in selecting a center location together with planning and pro-gramming space requirements, as well as example space programs for various center populations.

Chapter 6: Site Design. Concepts and criteria for site design and design of play yards are provided. The general types of outdoor areas and the relationships of these areas to other outdoor and indoor spaces are de-scribed. Detailed criteria for materials, features, furnishings, and equip-ment required in these spaces are given.

Chapter 7: Interior Space Design. The chapter provides concepts and criteria for the design of the interior spaces within a child care center. Major types of spaces include entry and circulation, staff, classroom, common, and service spaces.

Chapter 8: Furnishings and Equipment. General criteria regarding fur-nishings and equipment for the center, including references to applicable codes and regulations, are provided in this chapter. At the end of the chap-ter, there is a list of the furnishings and equipment that may be provided by the Federal Government as part of the baseline provisions.

Chapter 9: Interior Finishes. The chapter provides a consolidated dis-cussion of finishes required in child care centers, establishes the baseline finishes, and discusses acceptable options.

Chapter 10: Technical Criteria. This chapter includes technical criteria and identifies the pertinent regulations which will apply to the Guide.

Appendices: Appendix A provides additional technical information on metric conversion. Appendix B provides listings of appropriate plantings in the vicinity of child care centers. See Appendix C for the GSA Office of Child Care and Regional telephone and mailing information. Appendix D includes two “Design Checklists” designed for use by designers of new facilities and for those assessing existing centers. Appendix E provides additional infor-mation on providing a healthful indoor and outdoor environment. Appendix F provides accessibility standards. Appendix G provides information on play-ground solicitation requirements.

Index: The index provides the page number locations of subject catego-ries and specific terms contained within the Guide.

1.5 Glossary of Terms

Actual Floor Area (AFA) - The square meters required as measured from the inside of partitions, doors, and glazing. AFA includes area required for built-in case goods, fixtures, and equipment. (See Table1.1 on page 1-5)

ADAAG - Americans with Disabilities Act Architectural Guidelines.

American Society for Testing and Materials (ASTM) - The organization that develops standards and provides related information on characteristics and performance of materials, products, systems, and services.

Architectural (or Facility) Program - A written and sometimes graphic document that specifies the architectural requirements that the building design must satisfy.

Board of Directors - A group, ideally of 7-11 individuals, with diverse profes-sional backgrounds and skills to support the selection and oversight of a private center service provider. The board should be a non-profit corporation tasked with fund-raising and distribution of tuition assistance. Boards coor-dinate closely with GSA’s Regional Child Care Coordinators.

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Capacity - The total number of children that may be in care at any one time as specified by the license or letter of compliance.

Child Care - A comprehensive service which enhances the productivity of working parents by attending to the development needs of their children.

The intention of high quality Federal child care is to allow employees to respond to their dual work and family responsibilities effectively to the ben-efit of both families and the Government as employer.

Child Care Center - A licensed child care center is a facility, other than a private residence, approved and licensed by a state or other applicable local authority where a person, other than relative or guardian, is compen-sated to provide care and supervision for 4 or more children under 7 years of age for less than 24 hours a day. For the purposes of this Guide, a “small” center will be one which is licensed for less than 60 children, while a “large” one is licensed for more than 94 children.

Classrooms - The architecturally defined areas that contain each group of children. Classrooms may be separated by full partitions or by partial bar-riers that also allow controlled visual or acoustical connections to other groups. The internal layout of a child care classroom is markedly different from that of a traditional primary school classroom.

Dead End Corridor - A portion of the egress corridor which does not lead to an exit and which would require an occupant to retrace his or her steps to reach safe exit in an emergency. The maximum allowable length is regulated by applicable codes.

Developmentally-Oriented Child Care - Child care which shows an un-derstanding of the fundamental needs of the developing child, and aids development by providing appropriately structured and free activities throughout the day.

Federal Families - The families of Federal employees.

Gross Floor Area (GFA) - Refers to the total area of all floors of a building including main building lobbies, elevator shafts, egress stairwells and exte-rior partitions measured to the exterior side of the exterior wall. (See Table1.1 on page 1-5)

Group - Two or more children who are cared for in the same self-contained classroom. In addition, these children have the same caregiver who is re-sponsible to address their basic needs, well being and development.

GSA - The US General Services Administration is an agency of the US Government, which, among other responsibilities, provides and manages building space occupied by Federal agencies.

Infant - A child from birth to12 months.

Mixed-Age Grouping - Mixed-age groups usually contain children rang-ing from 2 to 5 years old.

Net Usable Floor Area (NUFA) - The amount of space the Government must lease to accommodate a space requirement. It is comprised of oc-cupiable area plus any additional space (such as corridor spaces) that may be required to meet GSA requirements. (See Table1.1 on page 1-5)

NAEYC (National Association for the Education of Young Children) - A professional organization of early childhood specialists concerned with the care and developmental opportunities provided to children.

NAECP - National Academy of Early Childhood Programs.

Occupiable Floor Area (OFA) - Refers to the portion of the building occu-pied by a tenant. In the case of a child care center, it includes Actual Floor Area (AFA), circulation, including general circulation external to the class-room as well as circulation internal to the classroom. In general, 20 per-cent of the occupiable floor area should be considered as general circula-tion exterior to the classroom. This is fairly efficient circulation and may not always be attainable, depending on the required center configuration. For example, when a center is located within existing space, it may not be able to have the optimally efficient circulation system.

(See Table1.1 on page 1-5)

Office of Child Care - The organization under the PBS Commissioner’s Office responsible for the oversight of GSA’s child care program. See Ap-pendix C for telephone and mailing information.

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Organizing Committee - The committee tasked with studying the feasibil-ity and logistics of establishing a child care center. Composition of the committee typically includes a proportional representation of Federal em-ployees which represent the agency(ies) sponsoring the center. Typically, these individuals may form the core of the permanent Board of Directors.

Parents - For the purposes of this Guide, “parent” is understood to include relatives and guardians responsible for the child in the center.

Pre-School Child - A child who is 3 years old or older and who does not attend kindergarten or a higher grade.

Public Buildings Service (PBS) - A service within GSA dealing with real estate and physical workplace issues. The accountable GSA official for the child care program in each region is the Regional Child Care Coordinator

(RCCC).

RCCC - Regional Child Care Coordinator.

School-Age Child - A child who is 6 years of age or older.

Self-Contained Classroom or Area - A room separated by permanent walls or an area separated by permanent or portable partitions or dividers acting as a visual barrier.

Teachers - Individuals providing direct care services to children in child care centers. The term, as used in the Guide, does not denote level of education, training, or staff status. Teachers include head teachers, assis-tant teachers, caregivers, aides, and all others who interact with children on a routine basis for a major part of each day.

Toddler - A child between the ages of 12 to 36 months. Children between 12 to 24 months of age may be classified as younger toddlers, and chil-dren between 24 and 36 months of age may be classified as older tod-dlers.

1 Quoted from Dr. Anita Olds

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Figure 1.1: Space Measurement

CHAPTER 2:

MISSION, GOALS, ADMINISTRATION, AND POLICY

2.1 Program Goals and Objectives 2-1

2.2 Process 2-2

2.2.1 A/E Qualifications 2-2

2.3 Standards 2-2

2.4 GSA’s Authority 2-3

2.5 Center Management 2-3

2.6 GSA Policy for Allocating Cost 2-4

2.7 A/E Submission Requirements 2-4

CHAPTER 2: MISSION, GOALS, ADMINISTRATION AND POLICY

CHAPTER 2:

MISSION, GOALS,

ADMINISTRATION,

AND POLICY

This chapter describes the administration and policies of the GSA with respect to child care centers. It discusses the agency groups and processes involved in the planning and design of the center; the operation of the center; the real estate man-agement policies affecting center development; standards with which design and operations must comply; and the GSA goals and objectives for center design and operation.

2.1 Program Goals and

Objectives The primary mission of the GSA Child Care program is to enhance the performance of the Federal employee by offering the opportunity for quality care programs in GSA-owned or controlled space. Families that do not work for the Federal Government may “backfill” slots not used by Federal employees, in order to ensure the viability of the center, Federal employees always have preference for available slots in the center. Should the use of the facility by Federal families fall below 50%, a marketing plan to boost Federal enrollment is to be implemented to raise it to the requisite 50% or greater level required. The center design must meet the needs of children, teachers, administrators, and parents by:

Supporting the staff’s care of children by creating environments that allow them to focus their efforts on the care and nurture of children. The design should provide features which encourage strong, positive rela-tionships between staff and children. It is highly functional.

Creating an environment that comfortably accommodates the needs of well qualified staff in order to attract and retain them.

Facilitating family involvement in the center, particularly with the child’s caregivers.

Responding to local conditions, climate, and regional preferences in the design, while also considering the goals of the parents, sponsoring agency(ies), and governing boards of directors.

Creating an environment that attests to GSA’s high level of commitment in providing appropriate, well thought-out and beautiful environments for the children of Federal workers. The appearance and functional ar-rangement of the center should enhance the Federal asset, especially as it is often a highly visible feature.

Designing “through the eyes of a child,” with a resulting sensitivity to children’s scale, including how they will use the space, what they will see, and what kind of experience they will have.

Providing an intriguing environment, yet one devoid of overpowering colors, features and literal “themes.” The designer should avoid such literalness because it inhibits the child’s ability to imagine a series of alternate meanings to objects and features.

Sizing the classroom to accommodate the recommended group size and staff to child supervision ratios. The design should efficiently use space and incorporate ease of the supervisor together with features such as strategically situated storage.

Providing durable and cost effective materials and details. This is vital when the designer considers the intensity of use that a center receives.

The designer must be particularly sensitive to the life cycle cost of mate-rials.

When there is doubt about historic eligibility, consultation with the GSA regional historic preservation officer is strongly recommended. Adequate time should be budgeted for this possibly involved process. Early recog-nition of the need for consultation can be crucial to project success. It should be noted that the design and appearance of play yards has also been a difficult issue in the past when they are located near historic buildings.

Energy Policy Act of 1992. The center design must minimize energy use. The design should use the life cycle costing methodology in esti-mating and comparing investment decisions involving capital and oper-ating costs. Mechanical systems, and introduction of features such as overhangs to diminish long term energy use are examples of such ma-jor considerations.

Establishing a distinctly child-oriented environment within a federally-controlled facility. The impression created by the design should be the antithesis of a typical institutional setting. In other words, the center should “feel like home” for the child.

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Creating an accessible center for the disabled, staff, parents and chil-dren in a cost effective manner.

Providing a healthful indoor and outdoor environment.

2.2 Process

GSA has learned through its design and construction experience that owner involvement at the beginning of the design process, starting at the initial planning stages, is the most valuable investment to ensure the excellence and cost effectiveness of the final result. (Note that the beginning of the process starts with planning and pre-design stages and continues through the design concept. The early stages of design, leading up to the concept, form the foundation of an excellent and functional design.)

The design process for new child care centers or major center renovation/ expansions must begin with a high level of communication, particularly because a well designed center requires an array of functional and aes-thetic requirements in a relatively small space and must satisfy a wide range of “customers.”

To accommodate this, GSA will convene a “design workshop,” to which all interested stakeholders should be invited, including, but not limited to, prop-erty managers, the RCCC, the architectural and facilities representative from the Office of Child Care, the appropriate GSA regional safety profes-sionals, as well as representation from the Board of Directors or the start-up committee, the Agency and the A/E. If regional safety and security professionals cannot attend, their input must be provided. GSA has found that projects which start with a design workshop move ahead more effec-tively. Additional planning up front has been found, time and again, to be well worth the investment.

This design workshop can also be associated with a partnering session. A partnering session can be highly effective in clarifying roles and responsi-bilities. It typically results in a written charter which the various attendees are invited to sign in order to commit themselves to taking clearly defined steps for collaboration on a successful project.

2.2.1 A/E Qualifications

Where a request for proposals (RFP) is issued for the project a statement of the key design firm’s and the consultants’ qualifications in sustainable, high-performance and/or integrative design (as defined in Appendix E) should be included in the qualification requirements.

2.3 Standards

Child care centers must comply with all Federal regulations governing gen-eral building types as defined in the latest edition of the GSA’s Facilities Standards for the Public Buildings Service. Center design must comply with:

Uniform Federal Accessibility Standards (UFAS) and Americans with Disabilities Act (ADA). The design must accommodate children and adults with disabilities.

Historic Preservation Act. Modification of historic buildings or buildings deemed eligible for the National Register of Historic Places must follow specific guidelines. The GSA Regional Historic Preservation Officer should be consulted during the planning stages for consultation on reno-vating space in a building.

1. Which is at least fifty years old (or will be when the renovation is com-pleted).

2. Which is deemed to be exemplary of a particular style.

3. Which has historic significance in terms of events to which the build-ing is related.

Comprehensive Procurement Guideline (CPG), US EPA, Office of Solid Waste and Emergency Response. Through this document, EPA desig-nates items that must contain recycled content when purchased by fed-eral, state, and local agencies, or by government contractors using ap-propriated federal funds. Under E.O. 13101 EPA is required to update the CPG every 2 years.

Executive Order (E.O.) 13101 “Greening the Government Through Waste Prevention, Recycling, and Federal Acquisition,” September 14, 1998.

Executive Order (E.O.) 13148 “Greening the Government through Lead-ership in Environmental Management,” June 1999.

As terms of the license under which child care centers in GSA operate, after a specified period of time (typically after one year of operation), the provider must commit to beginning the accreditation process of the National

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Academy of Early Childhood Programs. This is a division of the National Association for the Education of Young Children (NAEYC). Receipt of accreditation entails approximately one year if the center “passes” at the first opportunity. Accreditation is defined by the Accreditation Criteria and Procedures of the National Association for the Education of Young Children published by the NAEYC.

Refer to Chapter 4 of the Guide for more information. Child care centers must also comply with State and local licensing regulations and any other applicable standards before opening.

The initial stages of the project are the most valuable for the inclusion of sustainable features. See Appendix E for this information.

2.4 GSA’s Authority

United States Code 40, Section 590 (formerly 490b) gives Federal agen-cies the authority to establish child care centers in Federal facilities. This is sometimes referred to as the “Trible Amendment.”

The Child Care Program of GSA is responsible for the following:

Policy clarification on issues which impact child care centers in GSA space. In addition, GSA compiles data on child care centers and ex-ecution of the programs’ policies. Through its design reviews, the physical status of a center is measured against the baseline set forth in this Guide.

The purpose is long-term budgeting for the nationwide program to es-tablish a “master plan” that brings all centers to a minimum level estab-lished in the Guide.

Resources and training to Regional Child Care Coordinators and Prop-erty Managers and the national child care community.

Periodic training events for regional program coordinators, center staff, providers, governing boards, and agency representatives, as well as provision of training materials.

Special projects and publications on new initiatives and policies.

Sponsorship of the Interagency Task Force on Federal Child Care.

Consultation on Planning, Concept Design Review and final approval for center design concept. In order to expedite the design process and to help ensure that the final outcome meets national program objectives, the facilities expertise of GSA’s Office of Child Care must be involved in the design and planning process at the earliest stages. When a Pro-spectus Development Study (PDS) is initiated, for instance, which GSA’s

Portfolio Management Division has determined will involve a new or expanded child care center, GSA’s Office of Child Care must be involved.

It is at the planning stage that the important budgeting decisions are made.

The planning process recommends allotment of funds for components and features which, while having a higher first cost, will lower the life cycle costs of the center. Unless these are considered at the initial planning stages before actual design begins, the budget will rarely be adequate to ensure their incorporation. When that happens, the Government has missed an opportunity for long-term savings.

When the Regional Child Care Center Coordinator (RCCC) recommends approval of the design concept, working drawings for the project may pro-ceed. The Office of Child Care must also review the drawings as the de-tails are developed (typically at the 50-60 % level of completion) to ensure that the level of detail is congruent with the objectives of the Design Guide and the Program.

GSA has a network of 11 RCCC’s (see Appendix C for telephone numbers and addresses) who deliver the following services:

Provide guidance, assistance, and oversight to Federal agencies during the development and operations of child care centers.

Provide program review, and oversee licensing compliance.

Provide on-going technical assistance and resources to governing boards, organizing committees, and Federal agencies, as well as, (indirectly) to child care center directors and providers.

2.5 Center Management

GSA does not directly operate GSA child care centers. GSA grants author-ity for the day-to-day management of the center either to a Board of Direc-tors or to a private provider. These entities use Federal space to operate the child care center under a revocable license agreement, which includes a series of special conditions.

The principle management model and the parties involved are as follows:

The Board of Directors (which is not a GSA entity) contracts with private sector providers. Variations of this model may exist, depending upon cir-cumstances. For instance, the sponsoring agency may obtain the license and contract directly with the provider. GSA has a Board of Director’s Manual which can be obtained, together with other information, through the RCCC.

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Regardless of which management model is utilized, a Parent Advisory Com-mittee (PAC) may be established. The purpose of the PAC is to inform parents, provide input to the center, raise funds, and provide volunteers. A representative of the PAC generally serves as a liaison for the parents, either by serving on the board or by working directly with the agency.

2.6 GSA Policy for Allocating

Costs GSA’s Public Buildings Service (PBS). The GSA’s PBS is the “landlord” for child care centers located in GSA-owned or controlled space. The GSA PBS typically provides finished space, and will provide planning, design, and construction services. Center rent is typically billed as “joint use” space.

PBS collects the annual user charge from the sponsoring agency (ies).

GSA, in partnership with the sponsoring agency, ensures that telephone services, utilities, physical maintenance and janitorial services are provided to the center and that the space is safe and environmentally healthy.

Rent charges are set per GSA’s pricing policy. It is GSA’s intent to provide an operable center for the sponsoring agency(ies). The following are the baseline provisions for child care centers in the GSA system:

Standard finishes and features for typical office space prescribed by the latest edition of GSA’s Facilities Standards for the Public Buildings Ser-vice.

Cabinets, millwork, and all built-in items as defined in the Guide.

Special finishes and features as defined in the Guide.

Furniture and equipment as listed in the Guide (subject to RCCC ap-proval).

Power, conduit for wiring, and space for electronic communication and security equipment as defined in the latest edition of GSA’s Facilities Standards for the Public Buildings Service.

Security equipment as defined by the GSA, based on the FPS Building Security Assessment for the identified site. Power, conduit for wiring, and space will be provided as defined by the latest edition of GSA’s Facilities Standards for the Public Buildings Service. Security equip-ment requested for the center, but not required by the GSA, will be funded by the requester and provided by GSA.

Fire protection systems (e.g., fire detection, fire alarm, and fire suppres-sion) as defined by the latest edition of GSA’s Facilities Standards for the Public Buildings Service and as amended in the Guide.

Laundry equipment and a kitchen with heavy duty equipment, capable of accommodating full food service or meals prepared by an on-site cook. Specifics about the grade of required equipment must be clarified at the time of the concept design.

2.7 A/E Submission

Requirements

Fully readable, half-size drawings are to be submitted to the RCCC and the Architect, Office of Child Care, for review at various stages of design development as per the scope of work for the project.

A sample board of finish materials is to be submitted to the RCCC and Architect, Office of Child Care, for approval.

Paint mock-ups as detailed in this Guide for selection purposes.

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CHAPTER 3:

ADULTS AND CHILDREN IN THE CENTER

3.1 Adults 3-1

3.1.1 Parents 3-1

3.2 Staff 3-2

3.2.1 Teachers 3-2

3.2.2 Administrators 3-2

3.2.3 Service Personnel 3-2

3.3 Children 3-3

3.3.1 Infants 3-3

3.3.2 Young Toddlers 3-5

3.3.3 Older Toddlers 3-5

3.3.4 Pre-School Children 3-5

3.3.5 Kindergarten 3-6

3.3.6 School Age Children 3-6

3.4 Anthropometric Information 3-7

CHAPTER 3: ADULTS AND CHILDREN IN THE CENTER

CHAPTER 3:

ADULTS AND

CHILDREN IN THE

CENTER

This chapter identifies users of the center, the basic needs and activities of each age group, and how these needs and activities impact the center de-sign.

The design of the child care center should accommodate the needs of children, parents, teachers, administrators, and service personnel in a comfortable and nurturing environment. It must allow adults to care for children in settings designed primarily for use by children. The following summarizes the needs of each group.

3.1 Adults

3.1.1 Parents:

Congress granted authority for use of Federal space for child care to increase worker productivity that results from on-site child care. Like many private employers, the Government saw that providing parents with the opportunity for quality child care could enhance the performance of the organization — especially because the majority of worker absences result from the breakdown in child care arrangements.

So, the designer should keep the needs and convenience of these busy adults in mind when planning and designing the center. At the same time, the design should provide a setting that supports a community of center users. This will serve the needs of the children and the agency. It will enhance a natural, home-like environment for children and will increase the employee’s allegiance to the workplace as a quality, family-friendly environment. The design can respond to the needs of parents by addressing:

Temporary parking arrangements for drop-off and pickup.

Ease of navigating corridors with strollers and buggies (angled corners are an aid).

Stroller storage.

A clearly visible bulletin board location.

Mail boxes dedicated to the needs of parents.

Central, relaxed-feeling place for parents to meet and chat with other parents and staff, and to deposit tuition checks, etc.

Ease of assisting children with outer garments in spaces designed to accommodate several children and adults as they do the same.

Private space for parent/teacher to conference.

Adequate refrigerator space to store formula and food.

Adult family members spend time in the center in several different ways, including arriving with the children, picking them up to take them home, as well as spending time with them while at the center. For instance, parents may eat lunch at the center with the children, meet with teachers and staff, socialize with other parents, and participate in center activities, organizations, and programs. The center may even function as a focus for human contact and stress reduction that is not possible within the worker’s own work environment.

For instance, parents accompany their child to the classroom. When they arrive there, the parents usually help children remove and store their outdoor clothing. They may bring infants in strollers. They also leave messages for teachers and receive messages from them, usually at one location designed specifically for that purpose. They may linger to spend time with the child or to talk to the teacher before departing. The entry, reception, and classroom cubby areas provide a social setting for the parents, without disrupting the flow of activity in the classrooms.

Parents may visit their children during the day. Nursing mothers might visit the center to feed their infants and, therefore, a private, intimate-feeling, area should be provided for them to do so.

Parents also come to the center for conferences with teachers. Information may be posted for the parents on a bulletin board, typically located along the entrance path. The center will have slotted fee boxes for tuition checks and small cubbies for private mail communications between the parent and the center. These must be considered in the design. Finally, parents are encouraged to participate in volunteer activities at the center such as serving on committees or boards, participating in fund-raising activities, assisting with field trips, and various types of classroom assistance.

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3.2 Staff

3.2.1 Teachers:

Teachers care for and supervise the children. In a quality program, they promote learning and developmental activities through a curriculum designed for stimulation and development. Curriculum activities occur not only in classrooms, but in play yards, multiple-purpose spaces, and on excursions outside the center. Teachers are responsible for the children while at the center, including greeting them and their parent when they arrive. Teachers ensure that only authorized individuals pick up the children at the end of the day.

Teachers also prepare curriculum materials and projects for the children and confer with the parents and administrators. Teachers need time away from their classroom in a separate lounge, which may double as a workroom.

They need adequate storage areas, not only for curriculum materials and supplies, but also to lock up their personal effects. Because their job is demanding, the designer should focus on creating organized arrangements so that teachers may focus more easily on the children. This is one of the core challenges in designing a center. The design can facilitate the needs of teachers by providing:

Ample elevated wall hung storage (above children’s level but also located to avoid the possibility of adults striking their heads on it). All elevated storage should be designed to avoid the possibility of items inadvertently falling on children below.

Elevated electrical outlets for equipment such as audio devices. (There should also be CD and tape storage.) Locations should be coordinated with the RCCC and with the provider (if possible).

Planning and designing the center so that location of outlets is conve-nient to elevated electronic equipment.

Conveniently located, accessible adult toilet(s), complying with ADAAG.

Convenient storage for teachers’ outer garments and items such as boots, etc.

A comfortable and private place to confer with parents.

A resource room where teaching materials and equipment can be stored in an orderly and highly visible fashion.

Locked space to store personal belongings.

A comfortable lounge which teachers can use for breaks, lunches, and to prepare teaching plans and materials.

Adequate shelving or counter space for teachers to display teaching ma-terials within the center.

An easy means of displaying children’s art projects at children’s level.

3.2.2 Administrators:

Also referred to as directors, these individuals are responsible for managing the center, supervising the teaching staff, and communicating with parents, boards of directors and the GSA Regional Child Care offices. In small centers, the administrator may also assume a teaching role for part of the day. In large centers, the director will usually have a secretary or assistant to help with the administrative workload. The needs of the Center Administrator can be met by providing:

An optimal amount of visibility, particularly to easily observe those ap-proaching and entering the facility.

Locked space for personal belongings.

An adequately sized office with room for a desk, an office chair, at least two visitor chairs, filing cabinets, space for equipment (unless it is lo-cated elsewhere) including a personal computer, printer, copier and fax machine.

If provider personnel, including the administrator, are consulted during design, their input about work flow, filing and equipment needs can be very valuable. However, the designer should be aware that the provider works under a GSA license. The provider, in effect, is the tenant and GSA is the owner or controller of the space. Therefore, provider’s guidance should not be interpreted as a directive, especially when it contradicts elements of this Guide or the direction of GSA personnel charged with control of the space.

3.2.3 Service Personnel:

Centers require food, laundry, janitorial service, delivery, waste and refuse removal, and general maintenance services. The design must provide space and controlled access for personnel or contractors performing these services.

Some of the centers located in GSA-owned or controlled space purchase catered food service, but the baseline facility should contain an in-house preparation kitchen with heavy-duty equipment and a cooking staff.

Laundry services will typically be performed by the teaching staff. Infants and toddlers generally use disposable diapers provided by parents. All soiled diapers are contained and processed separately from other waste

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Pre-school children (36 months and older, not in kindergarten) School-age (6 years and older; enrolled in after-school or summer programs at the center)

Centers typically do not care for children over 5 years of age unless the center runs a summer program, a kindergarten, or a before and after school care program.

3.3.1 Infants:

For the infant, the environment must provide many opportunities for activities throughout the day. The infant classroom needs to be warm and nurturing in character. Typically, infant groups will be comprised of six to eight infants cared for by two teachers. Infants are brought to their classroom by their parents. Clothing and supplies, usually carried in a diaper bag, are placed in each infant’s cubby storage space. Diapers and wipes are stored in separate compartments at the diapering area within easy reach of the changing table. Strollers or tote bags that are left at the center during the day should be stored on pegs or rods in storage areas. Formula is kept refrigerated.

As infants mature, their sleep needs decrease from the frequent naps of young infancy to a few naps at regular times during the day. Because each infant may have a unique schedule, a variety of activities can take place in the infant room at any given time, ranging from playing, diaper changing, and eating to sleeping, cuddling, and nursing. This variety of activities requires that quiet areas be separate from more active areas.

Most infants have not begun toilet training, so frequent diaper changes are needed. When teachers are with an infant at the diaper changing table, they also need to supervise other infants and maintain visibility to other infants. Visible connection between teacher and infant should be maintained to the maximum extent feasible.