ADAMSON UNIVERSITY

900 San Marcelino St., Ermita, Manila

ARCHITECTURAL DESIGN 3
(RESEARCH) : CHILD DAY
CARE FACILITY

MEMBERS:

Aviles, Aaron Jacob P.

Cabusbusan, Genyn Princess
Carreon, Jeremy Angelo
Constantino, Carl Stephen R.
Datur, Angel Audrey L.
De Guia, Maxxine
Esquibel, Mary Angela
Gan, Janine T.
Hernandez, Katharine Anne S.
Ladera, Alliana Dione D.
Nueva, Atlee Mae M.
 INTRODUCTION

In order to establish a better understanding of Child Day Care Facilities, it is best to break down

the terms into sections– providing a formal definition for each. Child Care takes into account a diverse

range of experts and professionals who offer services intended for a specific age range, organizations and

institutions, contextual factors, practices, and societal and cultural norms. On the other hand, Day Care

facilities, also known or referred to as Day Care Centres, offer a variety of developmental programs

appropriate for a child’s age. More so, these facilities provide a different teacher-to-child ratio depending

on the total number of children who will be attending, and only operate on a specified time-span within

the day. With that said, it is possible to conclude that day care facilities are mainly recognised by their

unique operating hours, staff and educators, instructional learning outcomes, developmental strategies,

and child-care services.

It is crucial to remember that these facilities are designed for school activities, amusement areas

where children can engage and have fun, food preparation and eating, restrooms and washrooms, cleaning

and storage, staff areas, a gross-motor room (area or space where major body movement are made such as

walking, maintaining balance, coordination, and reaching), and an outdoor playground. The difference

between a gross-motor room and an outdoor playground is that a gross-motor room is insulated by a roof,

whereas the playground is not and is easily accessible to all. The facility must be child-oriented where in

the area is environmentally appropriate for proper development, aesthetically fitting for those of the

younger ages, functional, promotes socialization and crowd engagement, and as well as child-friendly

utilities that shall not be a hazard to whom it shall cater to.

Day care facilities differ from one country to another– more so can this differ locally. This is

simply determined with the facility's location. Here are the significant types of day care facilities and the

purpose it serves:
TYPES OF CHILD DAY CARE FACILITY
1. Childcare Center - A child care licensed center is highly recommended for your toddlers. This is
because the Ministry of Education inspects these centers. These centers have to meet specific
provincial standards in terms of health, safety and development needs for each child.

2. Family Day Care - Family day care is different from a childcare center. The most significant
difference is that it can be less expensive. This type of child care service offers a home setting for
your child so that he or she feels comfortable in a familiar environment.

3. Pre-School or Kindergarten - These classrooms maintain a certain teacher-child ratio to ensure

your child obtains sufficient attention. The schedules are similar to school hours, but some
programs extend beyond the regular operating hours which will suit your work schedule.

4. Nursery School - Nurseries have an age limit. You may be able to send your child from 1 to 3
years. There are no structured programs, and this facility often encourages play, exploration and
learning that is self-paced. Generally, the focus is more on play and less on learning.
 5. Casual Child Care Services - Casual care service is when you need temporary or short term help
taking care of your child.

6. In-Home Child Care - Some providers offer in-home childcare, but this is suited more for
children with special needs or disabilities and even autism. If your child is disabled, this might be
a better option for the child as they are familiar with the environment and you probably have it set
up in a way that makes it easy for him or her to move around the home.

FUNCTIONAL AREAS
1. General Area is a place for group activities like programs, singing, dancing etc.
2. The Block Area where children play with unpainted blocks that are uniform in height but varying
length or a group of blocks with different geometrical shapes.
3. Manipulative Toy Area is where the children go and play after exploiting the block area.
4. Reading and Listening Area is the library room where children read with the assistance of a
teacher.
5. Doll and Housekeeping Area is considered the most attractive area for the school girls.
6. Art Area is where the children draw, paint, play with clay modeling gum paste etc.
7. Tutoring booth for teaching a child one at a time
8. Toilet
9. Storage
10. Observation space

DESIGN CONSIDERATION
1. Location
Activity areas within the daycare should be placed near an element that can be used as a
point of reference by both children and teachers as they move throughout the different play areas.
Entrance points, transition and staging areas, storage facilities, seating areas, overhead structures,
trees, gathering areas, and larger play structures may all function as points of reference or
landmarks within the play yard.
2. Separation
Specific areas may be defined by several elements. Elements include circulation paths,
barriers, screens, structures, play equipment, plantings, landscape forms, grade changes, and open
buffer areas. Separation of one area from another should be subtle, leaving some visual, audible,
and physical connections intact. Infant/toddler play yards must have a physical separation from
preschoolers, for instance, a 915 mm high, nonwood, non-climbable fence with rounded corners
and without splinters would be an appropriate delineation.
3. Transitions
The link between interior and exterior spaces may be a transitional area such as a deck or
open vestibule. Transitional areas allow for a blend of interior and exterior environments.
4. Porches and Decks
These are desirable elements, particularly in areas which have weather that can be
problematic for outdoor play, such as the northwest with its abundant rainfall, In the south and
west, however, shaded decks are also very appropriate.
5. Shade
Provide shaded areas in play yards which should shade at least 25% of the outdoor play
area at noon on the Summer Solstice (June 21).
6. Circulation
Circulation within the play area should branch throughout the various play areas.
Dedicated pathways and routes should be provided for play with wheeled toys. These paths need
to be a minimum of 1525 mm wide so that two tricycles can pass each other. The circulation
pathway is the primary element that can tie the entire play area together. Ideally the play area
must have a minimum of two access points, one from the classroom into the play area, and one
from the play area outside to the site. The access point from the play yard to the site beyond must
allow the retrieval of play equipment (balls, etc.). The design must accommodate the movement
of maintenance equipment into the play area, and allow an emergency exit. All access points to
the play area must be controlled and readily visible for security purposes. The design of the play
area should accommodate the movement of disabled children and adults through the play yard to
the play events
7. Site Furniture
Provide seating in a shaded area with views to other areas of the day care. Children and
teachers may sit and observe the activities of the area. Children may talk with each other or with
their teachers in a relaxed fashion or perhaps have a story read to them by the teacher. Tables and
chairs, a bench, or a picnic table may be furnished, allowing children, and occasionally parents, to
eat their lunch or snack, or to occupy themselves with drawing and other activities. Easels for
open air painting are very desirable and help to “soften” the feeling of centers whose
surroundings may not easily promote the impression of a natural environment.
8. Storage
Storage facilities should be easily discernible and have a unique, easily understood
symbol indicating the contents. Storage facilities provide an opportunity for children to learn
organization and cooperation skills. Children acquire a sense of responsibility by learning to
return toys and tools, under the direction of the caregiver, to the correct storage areas when they
are finished playing. There must be visibility and ventilation into the storage area. Exterior
storage must be equipped with locks that operate at the exterior of the door but will not allow
children to be trapped inside the structure.
DESIGN OBJECTIVES
● 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 relationships 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.
● 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 materials
● 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.

SPACE STANDARDS, DIMENSIONS, AND LAWS

USERS
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.

I. Adults
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.

II. Staff
● Teachers
- 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 convenient 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 materials within the
center.
- An easy means of displaying children’s art projects at children’s level.
● Administrators
- An optimal amount of visibility, particularly to easily observe those approaching 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 located elsewhere) including a
personal computer, printer, copier and fax machine.
● Service Personnel
- Adequate space in the janitor's well-located closet for cleaning materials.
- Ease of supply delivery.
- Efficiently designed facilities for waste disposal.
- Adequate locked storage for toxic materials.
- Easily implemented recycling programs.
- Adequate counter space and efficient kitchen arrangement.
- Adequate refrigerator space.
 - Generous, deep, three-compartment sink and gooseneck faucets with spray attachment
and disposal in kitchens.
- Finish materials and building design features that are easy to clean with minimal use of
unhealthful cleaning materials (see LEED draft renovation guidelines).
- Protection from the potential health and indoor air quality impacts of clean ing and
maintenance activities by the use of appropriate design features (see section 7.6.18).

III. Children
In any individual center, actual age ranges between groups may overlap. In some centers, children
may be grouped in mixed-age classrooms. Age ranges are as follows:
- Infants (birth to 12 months)
- Toddlers (12 to 36 months), including subgroups of:
- Younger toddlers (12 to 24 months)
- Older toddlers (24 to 36 months)
- Preschool children (36 months and older, not in kindergarten)
- School-age (6 years and older; enrolled in after-school or summer programs at the center)
● Infants
- Gross motor area (away from the main circulation flow) that is soft and easily cleaned,
with a provision of continuous soft mat. Typically, the area should be defined by a low
(300-450 mm) padded bumper which may or may not be built-in to contain the crawl area
and to provide for adult seating near infant’s level.
- Low padded risers for level change.
- Visual contact with the exterior at infants’ eye-level.
- Cribs directly observable by teachers.
- Cribs located under soft, preferably dimmer-controlled lighting.
- Toys easily accessible to the infants from open shelving.
- Provision of continuous impervious flooring in the feeding area.
- Provision of space for infants to eat in a social environment (as opposed to an isolated,
lined up high chair arrangement).
 ● Young toddlers
● Older toddlers
● Preschool Children
● Kindergarten
● School-Age Children

GROUP SIZE AND STAFF-CHILD RATIO

Sufficient staff MUST be available to provide frequent personal contact, meaningful learning
activities, supervision, and physical care. A limited group size and a limited ratio of children to staff are
critical for program success. Group sizes should be small so children receive personal attention and do not
feel overwhelmed. The ratio of staff to child will vary depending upon:
● Age of children.
● Type of program activity.
● Inclusion of children with special needs.
● Mixing of children of different ages (age mixing)/state and local licensing requirements.
OVERALL SPACE REQUIREMENTS

Interior:
Provide approximately 8.4 m2 OFA of interior space per child for the licensed capacity of the
center. (Exclusive corridor circulation.)

Provide 2.2 m2-5 m2 AFA of unrestricted space per child in the classroom depending on age (see
chart 5.1). This space is exclusive of corridors, administrative space, built-in casework storage, toilets,
kitchen and laundry space, and building service and support areas.

Exterior:
Provide a minimum of 7 m2 of outdoor play yard per child for 50 percent of the licensed capacity
of the center. The play yard space should be divided, with each outdoor area having a minimum
dimension of no less than 2440 mm, and a minimum size not less than 112 m2. At least 50 percent of the
play yard area should be exposed to sunlight at any given time during hours of operation.

There is also a need for shade in the play yard. Plantings, and other shading devices should be
used between 10 am and 5 pm so that 25 percent of the play yard is shaded during the summer solstice.
The designer needs to submit solar declension charts to ensure that this will be the case. When play yard
areas cannot be provided in compliance with this criteria, the center, with RCCC approval, must provide
for access to alternate play areas for large motor skills development. This alternate area may include, but
is not limited to, an open courtyard, or an outdoor space such as a nearby public park if allowed by state
and local licensing requirements.

Areas of the country with particularly rainy weather, for instance, the north, must have covered or
roofed areas that are a minimum of 3 meters wide for exterior play. A multiple-purpose area in the center
is particularly valuable in areas of the country with inclement weather, but interior multi-purpose space
should not be considered as a substitute for exterior play space. The site design should place a high
priority on the protection of any existing natural environments, including the health and stability of their
ecosystems. A functioning natural environment may provide a wealth of learning opportunities for
children of various ages, assuming such outdoors activities are conducted with attention to the safety and
well-being of children.

I. CHILDREN SPACES
Classrooms. A classroom is the architecturally defined area that contains each group of children
and their teacher(s). Classrooms may be separated by full partitions or partial barriers that allow
controlled visual or acoustical connections to other groups. However, at least one interior viewing panel,
at children’s height, is required both adjacent to corridors and between classrooms where possible. The
classrooms themselves should be as open as possible, allowing supervision and the penetration of natural
light. The classroom contains the required spaces for all recommended activities, as well as spaces for
personal care. It should be flexible enough to support variable demographics of the clientele as well as to
allow program adjustments to serve fluctuating demand for child care services. Adequate space is also
necessary for storing children’s and teacher’s personal items, curriculum materials, supplies, and
equipment. Space should conform to NAEYC accreditation and local licensing requirements.

Common Spaces. Spaces shared by more than one group are included in this category. The
designer needs to be cognizant that the child may spend very few hours of the day in his or her home. The
center becomes the “home away from home” for the child . The design should convey this impression. A
common area that “feels” like the core of the center is an excellent organizing concept and one which will
dispel an institutional feeling, especially if it is treated in a “home-like” way. This may be simply an area
of the circulation that provides a stopping place that allows social interaction. However, it should not be
the multi-purpose room. Circulation through the multi-purpose room has proved to be an undesirable
design feature.

Other common areas may consist of one or more of the following: multiple purpose area, large
motor activity area, meeting/gathering area, and a separate sick bay (if the latter is required to meet local
licensing requirements).
 Play Yards. Play yards are outdoor extensions of the classrooms, providing many of the same
opportunities as indoor spaces. Play yards should provide for a variety of developmentally appropriate
activities and include storage for curriculum equipment as well as wheeled toys, trikes and wagons.
Spending time on the playground is undoubtedly the preferred activity of children. Therefore, to the
greatest extent possible, the designer should arrange ease of access to the play yard from the classroom
and maximum adult supervision.

II. ADULT SPACES

Parents' Spaces. Spaces within the center that are used by parents include the entry,
reception/”living room” area, conference room, and the classroom (for observing, visiting, conferring
with teachers, and feeding infants). Parents should have direct access to a staff toilet room. A lactation
area should offer privacy for nursing mothers, preferably near the nap area. This need not be an enclosed
room, or even a partitioned area.

Staff Spaces. The spaces used by teachers and directors are the staff resource room, the
classroom and play yard areas, the entry and reception areas, offices, conference and lounge, resource
storage, and adult toilets.

Service Spaces. The spaces allocated for service and support to the center include the kitchen and
food storage, laundry, janitor’s closet, as well as the electrical/ mechanical and telephone service
equipment room.

Circulation. This term applies to the space dedicated to major pathways which connect all the
interior spaces.
EXAMPLE SPACE PROGRAMS
INTERIOR SPACE DESIGN

Spaces within the center can be separated into three major types, including a) the classroom and
common use areas used by children; b) the staff areas used by teachers and administrators; and c) the
service areas used by people servicing the center. The entry to the center and main circulation pathways
unify these areas. Following are descriptions for each space type.

Entry and Circulation. The entry includes the transition space, vestibule, and reception area
where parents, teachers, children, and visitors enter the facility. The main circulation provides pathways
between discrete functional spaces.

Staff Areas. Staff areas include the director’s office, assistant or secretary work space, staff
lounge and work area, staff toilet, parent/teacher conference area, and central resource storage.

Classrooms. Classrooms for infants, toddlers, preschool children, school-age children, and
mixed-age groups of children are specific to the group using the space. These classrooms must have a
variety of spaces to support the children’s care and developmentally appropriate activities.
Architecturally defined spaces within classrooms include the entrance, cubby storage, classroom and
teacher storage, diapering station and storage, toileting and hand washing, sleeping, nursing, and food
preparation. The classroom should have an art sink, raised areas, and loft areas (though these level
changes need not be built in), and must have open, architecturally unrestricted areas.

Common Areas. The center may have additional space, typically in a centrally located area for
use by children, teachers, and parents. This is desirable because one beneficial “by-product” of a child
care center can be a stronger sense of community among those who use the center.

The center may also include a multiple-purpose space. The multiple purpose space may be used
as a meeting or gathering area and as a large-motor-activity area. If adequate outdoor play yard space is
not available, or if the climate in which the center is located is not conducive to outdoor play during
significant portions of the year, an indoor large-motor activity area must be provided. If lofts are to be
located in this room, applicable protective surfacing must be provided for the highest unprotected deck of
the loft or climber, whether portable or permanent (Ref: ASTM F1292-99).

An isolation sick bay, where a child will wait until taken home by a parent, is best associated
with the center director’s office. Where local licensing does not require it to be separate, it should not be
completely separate as this may frighten the child.

Service Areas. The center requires space for services including food, laundry, janitorial, and
service dock/entrance.

Entrance and Circulation. These spaces should allow for safe and convenient arrival and
departure. The character of the main entry is vital to establishing a friendly impression for the children
and creating a non-threatening transition from the parent’s care to that of the center. Certain features will
help promote this desired impression: 1) The entrance door must be glazed with safety glass, affording
full visibility for children and adults, 2) Children should be able to see other children in classrooms, as
well as interesting displays from the entry to help allay anxiety; and 3) If a reception desk is desired for
center operations (typically in centers over a population of 74), the reception desk should allow children
to easily see the adult behind it. It should be a simple desk, not a high counter such as might be seen in a
professional office, for example. (The need for a reception desk should be questioned during design
concept development, as it has been noted that this feature in existing centers is often underutilized). The
main entrance should be in close proximity to an adult toilet room for use by parents.

Permanent entryway systems (grills, grates, etc.) should be designed into the floor at all high
volume entryways to capture dirt, particulates, etc. from entering the building.

Other points of entry for the facility include service entry access to the play yards and the
classrooms. The main entry should include an exterior transition area (where a covered bench for
good-byes, “shoe-tying,” and other child/parent interactions can comfortably occur). A vestibule for
energy conservation, conforming to ADA dimension requirements, and a reception area are also required.
Secondary entries should have transition areas, but do not require thermal vestibules. Consider providing
porches or mud rooms, depending upon climatic conditions, particularly in rainy locations. It may be
desirable to alarm secondary entrances also, especially where these locations are difficult to monitor.

Fire egress doors should also be alarmed.

Exterior Transition Spaces. Ground materials and landscaping leading to the building entry
should be designed to minimize the potential for tracking soil and water into the building. Rough textured
ground surfaces are appropriate at these areas, combined with landscaping that keeps soil and foliage
away from the path of entry.

All exterior entries used by children must have transition spaces consisting of a bench and a
covered area of not less than 2 square meters at a minimum. “Covered” means with a roof, canopy, or
trellis. Transition spaces are important in creating a comfortable environment and integrating the exterior
and the interior. These spaces allow children to adjust to the changes between interior and exterior light
levels and temperatures. The transition spaces also may serve as a “mud room” or may provide an
intimate area for children within the outdoor environment.

Overhanging elements extending from the building, such as porches, verandas, canopies, or
arcades can create successful transition spaces and in some climates can be used for program areas.

Vestibule. Provide views of the short-term-parking area from the entry vestibule and design the
windows to have low sills so that children can look out of and into the center. This vestibule should
consist of two sets of doors to provide energy conservation, and the door must be arranged in a way to
permit use by those in wheelchairs, as well as provide a flush-mounted walk-off mat to prevent water and
soil from being tracked into the center. The entrance will require some security devices for control, and
must be provided as designated by ADA and FPS’s security risk analysis. This equipment should be
non-intrusive and have a non- threatening appearance. Refer to Chapter 10 for more information on
technical requirements. In areas with snow and ice, a roof overhang or canopy shall be installed to ensure
the exit access is readily accessible at all times.

Reception. Provide a reception area immediately inside the entry. This area needs to be warm,
bright and welcoming, and as comfortable as possible. It is essential, in marketing the center, that it have
these qualities. The reception area connects the entrance to the main circulation pathways of the center,
and from this area parents escort children to the classroom.

A reception desk, at desk height, may be provided in large centers. If it is provided, it may be
designed in a way that allows it to serve several functions. For instance, it may incorporate sign-in
facilities or the parent/teacher “mailboxes,” or both. A counter, which is typically simpler and less
expensive than a reception desk, may also serve these functions. If space permits, a small table or desk
would be appropriate. In all events, a child should be able to see the adult behind the desk upon entry.
Typical furnishings in the reception include a sofa, chair, end table, and coffee table.

A slotted fee box for tuition checks should be provided near the reception area, together with
cubicles for parent notices as well as a notice/bulletin board. Select durable finishes that have an informal,
comfortable appearance, and establish a warm, inviting feeling through use of color, soft seating, plants,
and art work. Recommended finishes include carpeted floor and a wall finish, which is washable and
durable.

Main Circulation. There are two types of circulation paths in a center: the main circulation
connecting the various classrooms and major spaces of the center, and the internal circulation patterns
within those spaces. Circulation within classrooms will be discussed in the classroom section of this
chapter.

The main circulation serves as a community space as well as a pathway. Especially in child care
centers, the circulation space should never be simply utilitarian in character. Instead, it should be
conceived as a street or a gallery with stopping and cueing areas along the way. There is an opportunity
for social in this space. It is a space to meet other children and parents; a vantage point to see into
classrooms, an exhibition space for the work of children or prints of other kinds of art, and perhaps even
quotations to inspire and educate adults about child care issues. The illustrations below are typical of this
kind of differentiation.
 The designer should strive to arrange spaces to be economical in the amount of built area devoted
to “pure” building circulation. There should be at least one accessible drinking fountain in the corridor.
But the designer must de-emphasize the institutional appearance typically created by a long, undeviating,
double-loaded corridor (with doors to rooms on both sides). When it is not feasible to vary the layout of
the circulation corridor, design strategies to de-emphasize such an impression include:

● Lighting: Skillful introduction of artificial lighting (for instance, instead of the dead center
placement of fluorescence in corridor ceilings, consider using some strategically placed wall
washers, or better yet, introduction of natural light through skylights). Providing a window,
glazed door, or skylight at the end of a corridor is very psychologically advantageous.
● Floor Pattern: A strong sense of place for children can be created by a floor pattern. It can also
be used by the skillful designer to diminish the impression of long, double-loaded corridors. For
instance, large pattern repeats are often effective to de-emphasize the “tunnel” appearance of
double-loaded corridors. Likewise, patterns which are not symmetrically arranged or which
emphasize functional areas (such as entrances to classrooms) are effective means to achieve the
same end.
● Color: The designer should explore the use of color to visually alter the dimensions of otherwise
institutional looking, double-loaded corridors. Care should be taken to avoid an over-stimulating
color scheme. Avoid primary red and oranges.

The main circulation must be designed and constructed to serve as a primary means of egress.
Through judicious arrangement, the designer should strive to lower the amount of area devoted to a purely
utilitarian circulation. In no case should more than 30 percent of the OFA within a facility be used for
primary circulation and service areas unless the center location is very irregularly configured. The
Occupiable Floor Area (OFA) allowance includes circulation within the classroom.
 Eliminate outside corners in the circulation pathways to the extent possible. Angled or curved
corners aid in manipulating cart traffic and strollers, and eliminate a possible source of injury.

Recommended finishes for major circulation paths include impervious durable surfaces at the
floor (such as linoleum) and at wainscot height (formaldehyde-free medium density fiberboard) with a
continuous, flush metal strip above it where children’s art can be displayed. Paint above wainscot height
and use safety glass in windows along the corridor.
Staff Spaces
Staff areas include:
● Director’s office
● Assistant or secretary’s work space
● Parent/teacher conference area z Staff lounge and work area
● Staff toilet
● Central resource storage Spaces used by the staff, particularly teachers, should be located to
provide easy access from the main circulation.

Director’s Office. The director will perform most desk work and interviews in his or her office.
During the day, the director may meet there with parents, staff members, children, or other visitors, and
conduct parent interviews. Larger centers may have an assistant or secretary who works closely with and
shares duties with the director, but needs a seperate work area.

Place this office in a quiet space, next to the reception area and accessible to visitors. To supervise
properly, the director’s office must have excellent views of the main entry, reception and as many
classrooms as possible.

The director’s office should be comfortable, with a carpeted floor and washable wall surfaces.
Provide adequate lighting, concentrating on the task lighting component, and acoustical separation of at
least 45 STC from the children’s active areas.

Furnishings should include a desk and chair, two guest chairs, filing cabinets, coat rack, shelving
for books and resources, and lockable storage cabinets or a closet for personal belongings and first aid
items. Provide space for a cot (for a sick child). (See the discussion about an isolation sick bay under 7.1.4
Common Areas.) If an assistant or secretary works in the director’s office space additional furnishings
are needed, such as a desk and chair, filing cabinets, storage for personal belongings, and additional guest
seating, along with computer and telephone equipment.

The director’s office requires a telephone and may have security video monitors. Provide
appropriate power supply to accommodate a personal computer and printer as well as a fax machine. A
copier and video equipment also may be stored here if not placed in a work room or a resource storage
area.

Parent/Teacher Conference Room. Parent/teacher conferences and meetings between staff

members usually occur here. This space should be located in a quiet, private area, adjacent to the
director’s office. It should have data connecting cables and jacks.

The conference space should be comfortable, pleasant, and quiet. Furnishings include a
conference table and seating for a minimum of six (depending on the size of the center and its associated
staff), shelving for books, and a notice/bulletin board. Lighting should be dimmable so that video
materials may be viewed.
 Staff Lounge. The staff use this space not only as a retreat, but also as a workroom. They eat,
relax, and converse here, plan curriculum, and prepare classroom materials. It may contain a cot or sofa.
The staff lounge should be located near the adult toilet and central resource storage. This space requires
visual and acoustical separation from children’s areas, but should be easily accessible to the staff.

The lounge needs to be comfortable, pleasant, and soothing. Provide a counter with a microwave,
a sink with plumbing connections, at least an under-counter refrigerator, and cabinets. Provide
impervious flooring at the counter area. All base cabinets should have “child proof” hardware.
Furnishings include a table with four chairs, a small sofa, and storage (some of which is lockable).

The workroom must have adequate space and power connections for telephone, computer, video
equipment, and laminating and copy machines (either here or in the director’s office). Isolate these
machines acoustically within the space, perhaps in an alcove, for better control of noise. Provide space at
the counter for a butcher paper holder and an art waxer (a piece of equipment that allows children’s art to
be hung without the need of tape or pins).

Staff Toilet. A center must provide at least one adult toilet, although two, remotely located from
each at either end of the center, are recommended. Two adult toilets are desirable to enhance the center’s
functioning because teachers will be out of classrooms for shorter periods. Adult toilets in the center must
meet all UFAS and ADA code requirements. Toilets should be accessible from the reception area and staff
lounge. Recommended finishes include impervious flooring such as linoleum and painted walls above an
impervious wainscot. One adult toilet should be located in or near the infant and young toddler classroom
areas, and will be discussed later in this chapter in the section on classrooms. Provide electronic faucets in
adult toilets. Adult toilets should be provided with toilet seat cover dispensers.

Central Resource Storage. The director and teachers use this centrally located resource room for
bulk storage of curriculum materials and supplies and for storage of resource tapes, books, as well as
audio/video equipment. The central resource storage should not be seen as a substitute for the small scale
storage necessary within the classroom itself. Typically, this type of storage in the classrooms is provided
by wall-mounted cabinets. The base of such securely anchored cabinets must be no lower than 1370 mm
above the finished floor below.

The storage room should have open shelving; lockable, closed-door storage; and filing cabinets.
If space permits, a work counter and a counter-height stool may be provided.

CLASSROOM SPACE REQUIREMENTS

A mixed age classroom typically provides all elements needed for each age group. A
well-equipped classroom for particular age groups requires the following specific areas:

Infant Classroom:
● Entrance z
● Cubby storage z
● Classroom and teacher storage
 ● Adult toilet within classroom (preferable), but no more than 10 meters from infant classroom
entry
● Diapering station and storage
● Sleeping/crib area
● Nursing area
● Eating/table area
● Food preparation
● Open activity and crawling area for play and development

Young Toddler Classroom:

● Entrance
● Cubby storage
● Classroom and teacher storage
● Adult toilet within 10 meters of entry
● Diapering station and storage
● Children’s toilets and sinks
● Eating/table area
● Food preparation
● Open activity area for play and development
● Area with level change (three risers minimum)
● Cot storage

Older Toddler Classroom:

● Entrance
● Cubby storage
● Classroom and teacher storage
● Children’s toilets and sinks (one sink at toilet exit preferable to avoid congestion)
● Eating/table area
● Art sink
● Area with level change (three risers minimum)
● Open, unrestricted activity area
● Water fountain
● Cot storage

Pre-School Classroom:
● Entrance
● Cubby storage
● A three-year old classroom requires a small diaper changing area
● Classroom and teacher storage
● Children’s toilets and sinks (one sink at toilet exit preferable to avoid congestion) and seperate
toilet for male and female for ages 4 and up
● Eating/table area
● Art sink
● Water play area
 ● Drinking fountain
● Loft area
● Area with level change (three risers minimum)
● Open, unrestricted activity area
● Block area (5.95 M squared minimum) that is located away from main circulation
● Cot storage

School-Age Classroom:
● Entrance
● Loft area
● Area with level change (three risers minimum)
● Personal storage z Classroom and teacher storage
● Private male and female toilets with hand washing sinks in toilet rooms where more than one
toilet is required
● Eating/table area
● Art sink
● Open, unrestricted activity area
● Kindergarten classrooms require separate male/female toilets, which comply with ADAAG and
with UFAS. Doors must be low enough (1500 mm max.) to allow adult supervision. If child
privacy is an issue, raise it to 2000 mm. If windows are used they should also be located to allow
adult supervision of the areas.

STANDARDS FOR EARLY CHILDHOOD CARE AND DEVELOPMENT (ECE -ECCD) AS

PER THE DEPARTMENT O F SOCIAL WELFARE AND DEVELOPMENT (DSWD)

Physical Environment and Safety

Physical environment refers to both the indoor and outdoor environment and the ensuing quality and
safety measures that are critical in protecting and promoting children’s development. The content and
quality o f the physical environments children live in make as much impact as tile interactions they have
with people.

I. Location
A. is fenced by a non-climbable barrier or contained by natural barriers, or employs security
measures for children’s entry to and exit from the center grounds (ex. deploys barangay
tanods/ parent volunteers as watchpersons)
B. free from hazards (ex. poisonous plants, water hazards, debris, broken glass, dangerous
machinery or tools, air pollutants like asbestos)
C. does not have gaming and gambling stations or dens, beerhouses or other such places
within its 200-meter radius
D. smoke-free zone
II. Indoor Environment
A. Space, Lighting, and Ventilation
■ Ensures that the appropriate ratio between indoor room space and children is
maintained in the center
a) For 0-1.5 year olds: ratio is 1 child: 2 sq. meters
b) For 1,6- to 5-year olds: ratio is 1 child: 1 sq. meter
■ maintains a well lighted and ventilated room/center
B. Furniture and Fixtures
■ Doors for entry and exit
a) clear view of the staff
b) light in weight
c) pen outward (but not swinging)
d) have doorknobs within children’s reach and easy for them to turn
e) can be locked from inside
f) screened
■ Floors
a) smooth but non-skid/ non slippery
b) easy to clean
c) free from splinter;;, cracks and sharp or protruding objects
d) Have coverings, if any, that are attached to the floor or backed with
non-slip materials
e) free from clutter
■ Walls and ceilings
a) are free from cracks or falling plaster
b) are free o f peeling paint, if painted
c) use lead-free paint, if painted
d) are free from sharp or protruding objects and other safety hazards
■ Maintains windows that are fitted with guards or screens
■ At least 1 toilet ind bath and 1 lavatory
a) inside the center
b) have sufficient supply o f clean water for washing and brushing/cleaning
of teeth
c) well lighted
d) are well ventilated
e) are in a relatively private space with low doors that allow adult
supervision
f) are functional and child-size, OR when adult toilets and wash basins are
used, non-tippable stairs or stalls are provided
g) have rubber floor mats OR its floor is kept dry at all times
■ Hallways and stairs
a) well lighted
b) hand railings
(1) steady
(2) within child’s height
 (3) on both sides of the stairs
c) have stairway gates or guards in place at the top and bottom opening into
areas used by children
■ Furniture pieces
a) include tables and chairs, shelves, storage racks, blackboard/chalkboard
b) child sized
c) easy to clean
d) sturdy and durable; for high chair trays— should prevent children from
falling or slipping
e) in good condition, :movable/portable
f) for tables and chairs— quantities are enough for children to sit and eat
together during snack/mealtime
■ Areas for diapering/toileting and food preparation/eating
a) separate from each other
b) ample supply of clean water
■ Food preparation surfaces
a) easy to clean
b) free from cracks and chips
■ Sleeping/ rest area
a) quiet and dimly lit
b) (for 0-1 year olds) has “duyan” or cribs for sleeping infants that:
(1) are individually assigned
(2) spaced a minimum of 2 feet between infants
(3) are snugly fitted with thick or padded mats or mattress
(4) have slats, if any, that are not more than 2-3/8” apart
(5) allow special comforting objects
(6) are clean and in good repair
c) has mats and pillows that:
(1) are child sized
(2) are clean

C. Equipment, Learning Materials, and Toys

■ Equipment, learning materials and toys
a) Storybooks or picture books (hard or made of cardboard for 0-3 year
olds) with large print and pictures
b) Musical instruments (indigenous and/or non-indigenous)
c) Puzzles, dominoes, play boards; (for 0-1 year olds) toys and materials
that develop understanding of causes and effects
d) Safe household items, ex. measuring cups, spoons, non-breakable bowls
and cardboard boxes
■ Learning materials and toys
a) sufficient in quantity: 1 child: 1 unit of 1 material
b) free from sharp edges or points
c) workable condition
 d) made from non-toxic materials (ex. lead-free paint)
e) have the following additional features (for 0-3 year olds):
(1) are large enough for children not to swallow
(2) have no small detachable parts
(3) are easy to wash

III. Outdoor Environment

The outdoor environment is an outdoor area defined and used for children’s play and learning
and for the development of their gross motor skills— running, walking, jumping, hopping, sliding,
creeping, crawling, balancing, turning around, throwing, catching and climbing. Outdoor structures are
used for children’s outdoor play activities which are (1) fixed assets of the program that may be
constructed from wood, metal, indigenous materials or junk items and/ or commercially purchased and (2)
natural assets around the center

A. Space and Surroundings

a. Maintains or provides access to an outdoor play area that:
i. is in clear view o f the staff at all times
ii. is fenced by a non-climbable barrier or contained by natural barriers, OR
employs security measures for children’s entry to and exit from the outdoor play
area (ex. deploys barangay tanods/ parent volunteers as watchpersons)
b. free from hazards (ex. poisonous plants, water hazards, debris, broken glass, dangerous
machinery or tools, air pollutants like asbestos)
c. always clean
d. ample space for children to run, walk, jump, hop, turn around, throw, and catch:
i. 4-5 sq. meters: 1 child, for the number of children who are outside at any one
time
e. Has outdoor structures that allow children to climb (ex. small trees), slide, creep, crawl
(ex. recycled drums), balance (ex. logs or tree trunks), and swing (ex. Used tires)
f. Maintains or provides access to an outdoor play area
i. ample space for children to run, walk, jump, hop, turn around, throw, and catch:
1. 6-8 sq. meters: 1 child, for the number o f children who are outside at any
one time as a distance of at least 8 feet between outdoor structures
ii. visible boundaries (ex. fainted/pebbled lines or low bushes) around the structures
to prevent children from getting into traffic or bum ping
iii. balance o f sunny and shaded areas (protection from direct sunlight)
iv. soft ground material (e.g. grass, sand, rubber mat)
v. open area for movement with push-and-pull toys, riding facilities and the like
vi. sufficient quantities o f cushioning/ impact-absorbing materials (ex. mats, rubber
pads, wood chips, soft sand) in the fall zones around outdoor structures
vii. path and transfer points to make it accessible to children with disabilities

B. Outdoor Structures
a. Maintains climbing structures that have ramps and steps
Example Program with provisions for 86 children.

DESCRIPTION QTY. SF SPACE SUM TENANT TENANT

TENANT EACH REQUIRED ACTUAL USABLE USF
OCCUPIABLE SF FACTOR
AREAS

Staff and Parent 1140

Areas

Public Area

Vestibule 1 60 60

Reception 1 100 100

Staff Area

Director’s Office 1 150 150

Assistant’s 1 80 80
Workstation

Sick Bay 1 80 80

Staff Lounge/Work 1 200 200

Parent/Staff 2 100 200

Conference

Adult Toilet 2 60 120

Central Storage 1 150 150

Service Areas 560

Laundry 1 100 100

Warming/Central 1 300 300

Kitchen

Janitor’s Closet 1 80 80

Telephone Closet 1 80 80

Common Spaces 1000

Multiple Purpose 1 800 800

Space

Play Yard Storage 1 200 200

Classrooms 7200

Infant 1 900 900

Classroom(8)

Younger Toddler 2 1060 2120

Classroom (12)

Younger Toddler 2 40 80
Restroom

Older Toddler 1 1060 1060

Classroom (14)

Older Toddler 1 40 40
Restroom

Preschool 1 1060 1060

Classroom
Preschool 1 40 40
Restroom

After School 1 1440 1440

Classroom (20)

After School 1 60 60
Restroom

Outside Areas

Staff Parking 18 300 5400

Parent Drop 10 300 3000

Off/Parking

Entrance Porch 1 400 400

Play Yard Porches 4 400 1600

Play Yards 1500 6000

Tenant Suite 9900 9900 1.17 11612

Subtotal Tenant 11612

Usable Areas
ANTHROPOMETRICS
Most of the children who went to child day care facilities are aged 3-7 years old and contain a
minimum height of 3ft. The following figures below show the anthropometrics of children and
ergonomics between the interaction of children to the fixtures and furniture inside the daycare.

2years old

6-7 years old

DIMENSIONS AND CLEARANCES FOR AVERAGE ADULTS

Dimensions and clearances for average adults are shown to represent the minimum
requirements in planning. It is suggested that clearances be increased to provide comfortable
accommodations for persons larger than average.
ERGONOMICS

With ergonomic furniture, the room is transformed into a productive space where
learning and personal growth are prioritized. It involves building a diverse and adaptable
environment that accommodates the varying needs and skills of both students and teachers.

MINIMUM FURNITURE HEIGHT FOR KINDERGARTEN CHILDRENS IN

CENTIMETERS

Cabinet display top 120cm

Cabinet display bottom 60cm

Chairs and bench 25cm

Chalkboard bottom 50cm

Desk and table 40cm

Door knob 60cm

Lavatory and sink 55cm

Light and switches 65cm

Hand rail 50cm

Water closet 25cm

Window ledge 70cm

TABLE AND CHAIRS FOR CHILDREN

Ergonomists and physical therapists generally concur that the 90-90-90 rule, or sitting
posture recommendations for adults, should be followed for children. When the youngster is
seated there, the following right angles can be seen:

● The child has a straight back and thighs that are at a 90-degree angle.

● The knees are at a 90° angle with both thighs flat on the seat.

● In order to create a 90° angle with the shins, both feet must be flat and lying on the
ground (or a footrest).

Having said that, it is completely normal for children to fidget occasionally or sit in odd positions.
The idea is to teach your children to avoid slouching or hunching over all the time.
TABLE AND CHAIRS FOR CHILDREN

SINK, AND WATER CLOSET

HEIGHT OF SHELVES
 SHELVES FOR CHILDREN
Make sure to strike a stud in the wall or use an anchor to guarantee that when
youngsters pull on the ledge, it won't move. Bookshelves spacing 15-17" apart vertically, leaving
space for books and for your eye to have a bit of white space.

TOY RACKS
SAFETY WINDOWS
LAYOUTS AND SAMPLES
DESIGN REQUIREMENTS

In designing high quality childcare services it is important to consider the program’s needs such as the
following but not limited to:

● The total number of children you will serve

● The total number of people who will come into your center regularly
● Number of classrooms and offices
● Space for staff needs
● Adequate room for indoor activities
● Storage space
● Kitchen and food preparation
● Safe and accessible entry and reception areas

DESIGN CONSIDERATIONS

It is important to factor out the preschool age range which reflects the following:

● Setting up furniture and other materials to scale so children can access what they need
independently
● Adequate space for behavior management
● Distinct stations for various types of learning and development, such as art, reading,
math, sensory play, and dramatic play
● Temperature and environment for classroom pets
SAMPLE LAYOUTS:

REFERENCE: (Teaching Supplies & Child Care Resources for Early Education Classrooms |
Kaplan ELC, 2014)

This childcare center floor plan is ideal for an infants program and includes designated spaces for
diaper changing, sleeping, and various activities. This type of layout is suitable for 1 - 20
children.
 REFERENCE: (NCMPS-MontessoriAdmin, 2017)

This Montessori environment is designed to encourage concentration, community, and

collaborating with teachers and other children. This type of layout is suitable for 20 - 50 children.
SAMPLE LAYOUTS INTERIOR:

REFERENCE: (Saima Moeezuddin, 2020)

This infant room features ample crib space and an adjacent play area with soft flooring. Wall
decals and hanging mobiles help to make the room warm and more inviting, similar to decor that
you would find in a home.

REFERENCE: (Daycare Building Design - Previous Works from Calbert Design Group, 2020)

This center maximizes the play area space by pushing cribs and drawers against the walls.
Colorful toys and furnishings make the room more stimulating for little ones.
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(PDF) Planning-Design-Handbook by fajardo.pdf. pdfslide.net. (n.d.). Retrieved October 3, 2022, from

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