Article 11

Back to Basics - Quality Facilities
Karen C. Mitchell, Program Specialists, Head Start Bureau

The need for quality facilities in which to house Head Start programs continues to be a major concern of the Head Start community. This concern is receiving increased attention as a result of the Head Start Improvement Act which provides grantees with the authority to request that Federal grant funds be used to purchase facilities. The Head Start Bureau is in the process of finalizing the Head Start Facilities Manual which is to be distributed to all Head Start centers by the end of the summer.

In the meantime, the following chart, taken from the Manual, can be helpful to grantees in assessing the adequacy of current and future facilities. (Note: This chart is adapted with permission from Collins, Bogrow and Uhlman, 1992.)

Developmentally Appropriate Facilities Major Features Quality Indicators

The center setting encourage appropriate interactions between the staff and the children.

The center layout makes it easy to greet children upon arrival and departure.

The classroom is child-centered, with space for one-to- one, small group, and large group activities.

The classroom environment supports a developmentally appropriate curriculum.

Space layout, equipment, and materials support learning opportunities (for example, block corner, sand and water tables, dress-up and dramatic play areas, easels/art area, science and woodworking, book corner, and computer center are readily accessible to children).

While small group, teacher-initiated activities are taking place, there are centers and choices for child-initiated, self-selected activities.

Equipment and space are available to enable children to engage in small motor and gross motor physical activities (including running, jumping, and balancing).

The classrooms are large enough for the number of children enrolled.

Centers should have at least 35 square feet of usable space per child (preferably 50 sq. ft.).

The setting facilitates children developing independence and self-help skills.

The children have a convenient place to hang up their coats and cubbies to keep their belongings.

Classroom furniture is child-sized.

Toilets, drinking water, hand-washing, and tooth brushing facilities are child-sized and accessible to children. Mirrors should be at the child's height.

There are spaces for children to go for quiet play alone.

The physical environment is suitable for children with special needs.

The center meets the requirements of the Americans with Disabilities Act.

The setting promotes mainstreaming of children with disabilities as well as being individualized in response to special needs.

Space arrangements are flexible.

Children are able to rearrange space for their own activities.

Space is organized to enable children to move freely from area to area without disruptions.

Space is provided for children's art work and projects, with displays at child's eye level.

The classroom environment promotes child learning.

Sound absorbing materials are used.

Indoor space arrangements separate quite and active areas.

There is adequate lighting.

There are soft elements, in the environment (carpets, couches, stuffed chairs, and pillows).

Children are under staff supervision and guidance at all times.

Center design, including windows, doors, bathrooms, classroom areas, and storage areas, permits children to be sent at all times.

Indoor-outdoor design and access should facilitate continuous supervisions by adults.

The outdoor playground is child-centered.

There should be a minimum of 75 square feet of usable outdoor play space (preferably 100 sq. ft.). Sufficient outdoor space should be available for at least half the children in the center to use at one time.

A variety of surfaces and equipment encourage alternate types of play (wheel toys, slides, swings, kick ball, and sand play).

There is cushioning under climbing equipment.

There are both shady and sunny areas.

The playground is fenced in and protected.

Facilities are safe, healthy, and sanitary for children.

Intercoms or other security devices are installed at center entrance to insure that all visitors are authorized.

State and local licensing requirements are met.

Guidance regarding safety, health, and sanitation set forth in this manual is followed.

Classroom and playground layouts permit children to move about easily and play safely.

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Developmentally Appropriate Facilities Major Features	Quality Indicators
The center setting encourage appropriate interactions between the staff and the children.	The center layout makes it easy to greet children upon arrival and departure. The classroom is child-centered, with space for one-to- one, small group, and large group activities.
The classroom environment supports a developmentally appropriate curriculum.	Space layout, equipment, and materials support learning opportunities (for example, block corner, sand and water tables, dress-up and dramatic play areas, easels/art area, science and woodworking, book corner, and computer center are readily accessible to children). While small group, teacher-initiated activities are taking place, there are centers and choices for child-initiated, self-selected activities. Equipment and space are available to enable children to engage in small motor and gross motor physical activities (including running, jumping, and balancing).
The classrooms are large enough for the number of children enrolled.	Centers should have at least 35 square feet of usable space per child (preferably 50 sq. ft.).
The setting facilitates children developing independence and self-help skills.	The children have a convenient place to hang up their coats and cubbies to keep their belongings. Classroom furniture is child-sized. Toilets, drinking water, hand-washing, and tooth brushing facilities are child-sized and accessible to children. Mirrors should be at the child's height. There are spaces for children to go for quiet play alone.
The physical environment is suitable for children with special needs.	The center meets the requirements of the Americans with Disabilities Act. The setting promotes mainstreaming of children with disabilities as well as being individualized in response to special needs.
Space arrangements are flexible.	Children are able to rearrange space for their own activities. Space is organized to enable children to move freely from area to area without disruptions. Space is provided for children's art work and projects, with displays at child's eye level.
The classroom environment promotes child learning.	Sound absorbing materials are used. Indoor space arrangements separate quite and active areas. There is adequate lighting. There are soft elements, in the environment (carpets, couches, stuffed chairs, and pillows).
Children are under staff supervision and guidance at all times.	Center design, including windows, doors, bathrooms, classroom areas, and storage areas, permits children to be sent at all times. Indoor-outdoor design and access should facilitate continuous supervisions by adults.
The outdoor playground is child-centered.	There should be a minimum of 75 square feet of usable outdoor play space (preferably 100 sq. ft.). Sufficient outdoor space should be available for at least half the children in the center to use at one time. A variety of surfaces and equipment encourage alternate types of play (wheel toys, slides, swings, kick ball, and sand play). There is cushioning under climbing equipment. There are both shady and sunny areas. The playground is fenced in and protected.
Facilities are safe, healthy, and sanitary for children.	Intercoms or other security devices are installed at center entrance to insure that all visitors are authorized. State and local licensing requirements are met. Guidance regarding safety, health, and sanitation set forth in this manual is followed. Classroom and playground layouts permit children to move about easily and play safely.