Play Areas: Head Start Centers should have both indoor and outdoor play areas. This section discusses the requirements as well as suggestions for both, giving special emphasis to playgrounds, which have been identified by Head Start programs as one of the facilities needing substantial improvement.

Indoor Play Areas: Ideally, each Head Start Center should have at least one indoor play area, which might also be the multi-purpose room. This area should have a wide range of equipment for children to engage in large motor exercises and free play. There should be a hard surface area for riding toys, such as tricycles or big wheels.

Space that encourages movement has:

• Well laid out, clear pathways throughout the room;
• Non-skid floors;
• Carpeted open areas in which children can crawl or tumble in comfort and safety;
• Low steps for climbing and jumping; and
• An area for large muscle equipment such as balance beams, risers, a tumbling mat, slides, or tunnels.

Outdoor Playgrounds: This section discusses the criteria for assessing the adequacy and safety of playgrounds. It provides a systematic approach to playground planning and design. The guide, Making Playgrounds Safe at the end of this section, identifies common playground hazards and offers guidance on how to avoid them.

There should be at least 75 square feet (some prefer 100 square feet) per child outdoors. If adequate outdoor space is not available, additional indoor space should be provided and neighborhood parks and playgrounds should be used, as appropriate.

The following steps are recommended to agencies planning or modifying playgrounds:

Specify program goals:

• State the goals and objectives to be achieved through the playground.
• Review the education plan and the program's curriculum for implications for children's outdoor play and recreation.
• Think of the playground as an extension of the classroom, where learning and development take place during play.
• Consider age appropriateness and developmental appropriateness. Will the playground be used by infants and toddlers as well as preschoolers? Will older children share the playground at certain times?

Develop a Playground Plan:

• Base the plan on the ages, capabilities, and numbers of the children who will be using the play.area
• Design the space to support the program goals, balancing costs and other considerations.
• Outline key program considerations and provide a blueprint for construction.
  • Take the following into account:
  • Head Start requirements;
  • State and local licensing regulations and codes;
  • Site characteristics and dimensions such as drainage, soil analysis, location of utilities, adjacent streets;
  • Security and safety;
  • Visibility from inside and outside the playground;
  • Accessibility for individuals with disabilities;
  • Convenient access for the children;
  • Access to the play area for emergency vehicles;
• Ease of maintenance; and
• Adequacy of playground to support future program expansion.

Involve the Neighborhood and the Community: Neighbors and the larger community should be involved in planning the playground. Neighborhood "owner ship" of the playground can be a source of pride and a deterrent to vandalism. In addition, community residents and businesses may be willing to help build and equip the playground.

Select Play Equipment:

Selecting developmentally appropriate equipment is one of the most difficult, and potentially costly, aspects of playground design. It merits priority in planning. Head Start playground planners should identify equipment that has been used successfully with preschool children in the area and visit schools, child care centers, and community playgrounds that have exemplary equipment or interesting designs or layouts.

Planners should:

• Consider both "continuous play" multi-level connected play structures and "interactive play" structures that involve 2-3 children playing together on one piece of equipment;
• Explore using donated materials and labor from Head Start parents and community volunteers under the direction of an experienced designer or general contractor to build the equipment;
• Obtain brochures and price quotes from reputable vendors;
• Analyze each item of equipment and the overall group of play structures for safety, play value, contribution to program goals, and "fit" with the total playground plan;
• Consider the types of materials used in the equipment, and the location and Weather conditions in which it must operate; and
• Avoid toxic and hazardous materials.

Select the Playground Surface(s):

Safety: Falls to the surface account for 70% of all playground accidents, and are by far the most common cause of injury and death of children. This hazard can be reduced if there are fall-absorbing safety surfaces, such as rubber or rubberized mats, wood mulch, and sand or gravel, under and around play structures. In addition, there should bea safety zone at least 6 feet wide around stationary equipment, and a wider zone around movable equipment.

Consult the Consumer Product Safety Commission Handbook for Public Playground Safety for additional guidance on playground surfaces, use and safety zones, critical height, and other playground safety issues. The Head Start programs's insurance company may also provide advice on the appropriate safety or use zone for playground equipment.

Appeal: Playground surfaces can contribute to learning objectives if they include textures (hard and soft), levels (high and low), colors (bright and subdued), and shapes (square, circle, triangle, rectangle). A mix of surfaces might include:

• Smooth surfaces (concrete or asphalt) for wheeled toys;
• Soft grassy lawn on which children call run, roll, tumble, and play;
• Areas for sand, water play, digging, or gardening (caution: sandboxes should be covered and water areas protected);
• Open areas for ball play and games;
• Areas and structures that invite balancing, jumping, and climbing;
• Walkways;
• Areas with trees and shade; and
• Hills, boulders, textured surfaces and other areas to lend visual appeal, variety and interest to the playground.

Finalize the Design:

The final plan should include a narrative description, scale drawings, a list of equipment and products and a budget. The scale drawing should include the playground area with any surrounding structures, fences, streets, and other environmental details. It should show pathways, specify play areas for different purposes and groupings of children, outline landscaping (trees, shrubs and lawn), and indicate the location of play structures, storage sheds, and other outbuildings. Specifications for the playground equipment and all surfacing materials should be included in the design (these tend to be the two highest cost items in a quality playground for young children).

After the design is completed and approved, planners should obtain competitive bids, evaluate them, and allow for a balanced and equitable consideration of quality and price. Manufacturers product descriptions, installation instructions, and warranties should be scrutinized carefully. The low bid may not always be the most cost effective choice or the selection in the best interests of the children.

Arrange for Construction, Installation and Maintenance:

Construction and installation should be carefully monitored, if possible by those involved in the playground design. Manufacturers should provide a maintenance checklist, and responsibility for regular maintenance of the playground and equipment should be assigned to the proper individual(s).

Worksheet #9 - MAKING PLAYGROUNDS SAFE

Parent, Staff, and Administrative Space:

In keeping with the design philosophy for Head Start centers, parent, staff and administrative space should be designed to respond to the needs and functions of those who will use these spaces.

Parent Space: Head Start places a high priority on parent involvement and is giving increased emphasis to support for family self-sufficiency. It is important that facilities be designed to encourage parents and families to take part in Head Start programs. Space for parents might include:

• A parent lounge, a meeting room, or both, with comfortable chairs and couches;
• Rooms for family literacy, adult education, and other programs for parents. This space may be shared space if other community agencies are providing services to Head Start families at the center; and
• A designed bathroom, which might be shared by other adults, such as staff, visitors, or volunteess.

Staff Space: Staff need adequate space in which to work, meet, and attend training, and an area where they can go to for breaks. Head Start facilities should be designed with the following staff needs in mind:

• A staff lounge;
• A meeting room with comfortable chairs, tables, storage units, audio visual materials, and other equipment for staff training.
• A staff bathroom; and
• Private space for staff who interview or counsel parents or who otherwise require a quiet area to carry out their responsibilities.

Administrative Space: Head Start offices should have adequate space for chairs, desks, worktables, files, and office equipment such as computers and printers. Offices also should include secure storage for confidential records. Some facilities may need a reception area as well.

Head Start centers that provide health screening, medical, dental or mental health, services on site will require additional space for these services and their staff.

Kitchens and Bathrooms

Kitchens: Head Start centers may have full kitchens or kitchenettes, and, in infant-toddler rooms, food preparation and feeding areas. Each of these food service facilities has different design requirements, and all must meet Head Start program requirements for nutrition and food service.

Full Kitchens: The Head Start center should have a well equipped commercial kitchen to support the full range of nutrition services. The kitchen should have commercially rated appliances and equipment and include easy-to-maintain floors and work surfaces, locking storage cabinets, and an exhaust hood vented outdoors.

Kitchenettes: Some Head Start programs may not be able to have a full kitchen. These programs should have a kitchenette or kitchen area with a multipurpose sink, small refrigerator, small stove, easy-to-clean countertop and floor, appealing eating space, and adequate storage.

If food for the center is prepared at another approved facility, it must be transported in sanitary containers and maintained at proper temperature. The kitchen area must provide sufficient space for handling, serving from, and, if necessary cleaning and storing these containers.

Infant-Toddler Food Preparation and Feeding Areas: Infant-toddler rooms require a food preparation and feeding area. This area should have its own sink, storage, bottle warmers, refrigerator, and dishwasher or other means of sterilizing bottles, equipment, and utensils. The floors should be of tile or another non-skid, easily-maintained material. The surfaces should be easy to clean.

Bathrooms: Head Start Centers must have separate bathroom facilities for adults and children.

Adult Bathrooms: There should be separate bathrooms for men and women, appropriately marked, equipped with toilets, sinks, soap and paper dispensers, and availabletostaff, parents and visitors. The bath rooms must be accessible for adults with disabilities and comply with the Americans with Disabilities Act.

Children's Bathrooms: The following requirements apply to children's bathrooms:

• Children's toilets should be provided within or immediately adjacent to classrooms, whenever possible. The bathroom design should allow children to be seen and supervised at all times. If there are partitions separating toilets from the classroom or from each other, they must be low and without doors.
• There should be a sink in each bathroom to be used for hand washing and brushing teeth. A regulator should be installed on the water heater or pipes to ensure that water temperature does not exceed 110 degrees Fahrenheit.
• Bathroom fixtures and accessories, including toilets, sinks, mirrors, and soap and paper dispensers, should be child-sized and appropriate to the age and height of toddlers or preschoolers using the bathroom.
• Separate bathrooms are not necessary for boys and girls who are toddlers or preschoolers.
• Bathrooms should be accessible for children with disabilities and must comply with requirements of the Americans with Disabilities Act.

Building and Grounds

Design. considerations for Head Start buildings and grounds must provisions for security, maintenance, parking, and landscaping.

Security: Security should be given the following high priority in Head Start facilities:

• Entrances to the building should be designed with intercoms or other means to safeguard against the entry of unauthorized individuals.
• Exterior doors should be solid wood or metal with secure locks; any door glass should be safety glass or glass with a protective coating.
• Alarms should be installed at appropriate locations throughout the facility to enable staff to call for help, if necessary.
• The exterior of the building and the grounds should be well-lighted.

Maintenance: Responsibility for coordinating and supervising maintenance, repair, and cleaning activities should be clearly designated, and regular reports should be forwarded to the Head Start facilities manager or other appropriate administrator. Associated costs need to be budgeted, and a reserve for maintenance and repair should be included in the annual budget.

Grounds maintenance should include:

• A pest control plan and periodic inspections to prevent infestation of insects and rodents.
• Removal of trash and debris in dumpsters. (dumpsters should meet Consumer Product Safety Commission guidelines);
• Snow and ice removal;
• Upkeep of the playground and other outside child activity spaces;
• Routine maintenance and replacement of playground sand; and
• Upkeep of the surfacing under playground equipment to retain its impact protection.

Custodial services should include:

Daily:

• "Hospital-grade quality" cleaning services;
• Use of custodial equipment, supplies, and materials approved by a health consultant;
• Custodial supplies properly stored in locked cabinets and storage rooms which are inaccessible to the children;
• Removal of trash and garbage and policing of the indoor and outdoor areas for debris and safety hazards;
• Washing tile and hard surface floors;
• Vacuuming all carpeted surfaces and rugs;
• Dusting furniture and equipment within reach of children; and
• Washing bathroom and kitchen fixtures.

Weekly:

• Scrubbing walls, woodwork, and partitions in classrooms and child activity spaces;
• Dusting ledges, window sills, walls, woodwork, handrails, light fixtures, ducts, air conditioning, heating units, and other surfaces that collect dust.

Semi-Annually (or as needed):

• Cleaning of window coverings;
• Washing all windows (inside and outside);
• Waxing and buffing floors; and
• Cleaning upholstered furniture and carpeting.

Parking: The Head Start Center should provide adequate parking for parents, staff, visitors, and Head Start transportation equipment. The parking area should include space, appropriately marked, for individuals with disabilities. Other design considerations for the parking area include:

• Whether children walk to the center, are transported by Head Start bus or van, or are dropped off by parents who have their own cars;
• Whether parents use Head Start transportation, car, or public transportation to come to the center for health and social services, to volunteer, attend meetings, or take part in center activities;
• Whether staff drive to the center and require parking for their cars;
• Whether staff from other agencies or regular visitors require parking space; and
• The number and types of Head Start vehicles that will be using the parking area, and whether these vehicles will be parked overnight or over the weekend.

Landscaping: Landscaping around Head Start buildings should be attractive and safe. Trees, bushes, and shrubs should be well-trimmed and free of hazard. Only nonpoisonous plants that are safe to touch should be used. All areas should be free of debris.

Facilities Inspections: Facilities inspections should be conducted at least twice a year. At least once a year, a comprehensive, review, including a structural inspection of the facility, should be conducted, using the Checklist for Quality Head Start Facilities (see Chapter 2).

Recordkeeping and Management Controls

Recordkeeping should be in accordance with Head Start policies, Performance Standards, and grants administration requirements. A good checklist is contained in the Head Start On-Site Program Review Instrument (OSPRI) section dealing with Administration/Financial/Property Management.

It is strongly recommended that Head Start agencies computerize their property management and physical inventory records. Larger programs should also computerize their reviews of the quality of facilities (see Chapters 2 and 3) and their needs assessments and projections in facilities planning and development (see Chapter 4).

Individual Head Start agencies have responsibility for facilities costing hundreds of thousands of dollars. These assets will increase over time as Head Start programs grow in size and as improvements are made in the quality of facilities. Facilities management must apply modern techniques that can lead to higher quality services for children and families and result in cost-benefits for society.

Designing Home-based, Shared, and Co-located Head Start Facilities

There are a variety of options for Head Start services. While most programs are center-based, some are home-based, some share facilities with another program, and some are operated in conjunction with other community agencies.

Home-Based Facilities: Home-based services are an effective program option for meeting the needs of many Head Start participants, particularly families who are geographically or socially isolated. Under this Head Start option, the home is the primary setting for educational and developmental activities.

Like center facilities, home-based programs must meet the needs of children, parents, and staff. Children need space for group socialization and other early childhood program activities.

Staff need space for administrative operations, records, staff training, and meetings. Parents need space in which they can meet for mutual support and discussions, and for training sessions and other activities. Home-based may also need space for social and health services.

Home-based programs should be assessed periodically to determine whether the child's home provides an environment which is conducive to learning and to the child's development. Head Start programs may wish to use or adapt guidance in the Education Coordinators Guide, including the Sample Physical Environment Checklist for Home-Based Programs (Dodge, et al,, 1986).

Shared Facilities: Some Head Start programs may have to share space with another child care or human services program. Under this arrangement, Head Start uses the room, generally as a preschool classroom, during part of the day or week, and another program or organization uses the same space during another part of the day or week.

Shared space is rarely a preferred alternative for conducting Head Start educational activities, but sometimes it is the best option available. Shared space will influence the choices made in room arrangement, equipment, and supplies. Consider the following in planning shared space (adapted with permission from Newman 1989):

• The size and shape of the space, its location, and access;
• The ages and developmental levels of the children using the space, their activities, and the equipment needed for those activities;
• Which other groups will be using-the space, and when;
• Whether some equipment is permanent, or whether everything must be put away or rearranged after each use by Head Start;
• The size and accessibility of storage space;
• The furniture, equipment, and supplies in the space, and whether these are available to Head Start.

Preschool classrooms using shared space will need child-sized tables and chairs, shelves, cabinets, cubbies, roll carts, and storage bins. The furniture and equipment should be sturdy, light-weight, and portable as well as func tional, attractive, comfortable, stimulating and developmentally appropriate. The room should always include materials, like bean bag chairs, cushions and area rugs, that will give the environment a soft, home-like, Head Start look and feel.

Co-located Facilities: Growing numbers of Head Start programs are or arranging child care and a broad range of family support services, often through partnership arrangements with other community agencies. These programs provide parent involvement activities and services to promote family self-sufficiency, in addition to services for preschool children.

Head Start programs are encouraged to plan and develop their facilities in coordination with other community groups and to consider co-locating their program with child care or other two-generation program services.



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