| |
| |
| Foreword | |
| |
| |
| Acknowledgments | |
| |
| |
| Introduction | |
| |
| |
| |
| The Child's Environment | |
| |
| |
| |
| Raising America's Children | |
| |
| |
| The Dilemma of Child Care | |
| |
| |
| The Child Care Center: A Building Type In Search of a Model | |
| |
| |
| What Children Need: The Foundation of Center Design | |
| |
| |
| From Theory to Reality | |
| |
| |
| |
| The Spirit of Place | |
| |
| |
| Prelude to Design: Recalling Our Own Spirited Places | |
| |
| |
| Creating the Spirit of Home: Building Centers on a Residential Model | |
| |
| |
| Designing Spirited Places: The True Purpose of Architecture | |
| |
| |
| Developing a Child's Perspective: Broad-based Perception | |
| |
| |
| Qualities of Spirited Places | |
| |
| |
| Spirited Design | |
| |
| |
| |
| The Design Process | |
| |
| |
| |
| The Design Team and Process | |
| |
| |
| Teamwork: The Essence of a Successful Design | |
| |
| |
| The Mission Statement: The Team's First Task | |
| |
| |
| The Design Team: Members and Their Roles | |
| |
| |
| Choosing Design Personnel | |
| |
| |
| The Design Process: Eight Stages | |
| |
| |
| Evaluation: An Ongoing Process | |
| |
| |
| Enhancing The Skills of The Design Team | |
| |
| |
| |
| Starting Out: Program and Site Considerations | |
| |
| |
| The Premise Underlying Center Design: Organizing Children By Age | |
| |
| |
| Center Size | |
| |
| |
| Assessing Building Size | |
| |
| |
| Assessing Site Size | |
| |
| |
| Assessing Group Room Sizes | |
| |
| |
| Key Secondary Space Requirements: Plumbing and Storage | |
| |
| |
| Preliminary Site Considerations | |
| |
| |
| New Construction versus Renovation | |
| |
| |
| From the Child's Perspective | |
| |
| |
| |
| Elements of Building and Site Design | |
| |
| |
| The Child Care Setting's Image | |
| |
| |
| Approach and Entry | |
| |
| |
| Interior Circulation | |
| |
| |
| Relationship Between Indoors and Outdoors | |
| |
| |
| Centers Located within a Larger Building | |
| |
| |
| Modules or a Campus Plan? | |
| |
| |
| The Final Assessment | |
| |
| |
| |
| Laying Out The Center | |
| |
| |
| The Schematic Design Process | |
| |
| |
| Spatial Organization | |
| |
| |
| Key Layout Considerations | |
| |
| |
| Renovation Projects | |
| |
| |
| The Necessity for Trade-Offs | |
| |
| |
| Testing the Layout | |
| |
| |
| Eight Center Layouts | |
| |
| |
| Ascribing Qualities to Spaces | |
| |
| |
| |
| Zoning a Group Room | |
| |
| |
| Group Room Layout: A Collaborative Process | |
| |
| |
| Identifying Functional Requirements | |
| |
| |
| Fixed Features | |
| |
| |
| Regions and Zones | |
| |
| |
| Activities that Occur in the Four Zones | |
| |
| |
| Creating Wet and Dry Regions | |
| |
| |
| The Wet Region: A Place of Exposed Spaces | |
| |
| |
| The Dry Region: A Place of Protected Spaces | |
| |
| |
| Marking the Boundary Between Wet and Dry | |
| |
| |
| Twelve Steps to Room Zoning and Layout | |
| |
| |
| Case Studies | |
| |
| |
| Conclusion | |
| |
| |
| |
| Ingredients of Good Design | |
| |
| |
| |
| Healthy Buildings | |
| |
| |
| Building Ecology and Sustainable Design | |
| |
| |
| Water and Plumbing | |
| |
| |
| Heating and Cooling | |
| |
| |
| Ventilation and Air Quality | |
| |
| |
| Electromagnetic Fields | |
| |
| |
| |
| Sound | |
| |
| |
| Sound and Sacred Architecture | |
| |
| |
| Sound Organizes Matter | |
| |
| |
| The Effects of Noise | |
| |
| |
| Sound in the Child Care Environment | |
| |
| |
| |
| Light and Lighting | |
| |
| |
| Natural Light | |
| |
| |
| Artificial Light | |
| |
| |
| |
| Windows, Doors, and Security | |
| |
| |
| Windows: Plentiful and Operable | |
| |
| |
| Doors: Graceful and Glazed | |
| |
| |
| Security and Locks | |
| |
| |
| Hardware--Knobs and Levers | |
| |
| |
| |
| Color | |
| |
| |
| The Power of Color | |
| |
| |
| Understanding Color | |
| |
| |
| General Considerations in Color Selection | |
| |
| |
| Choosing Exterior Colors | |
| |
| |
| Choosing Interior Colors | |
| |
| |
| Mixing Full-Spectrum Colors | |
| |
| |
| Unifying the Building's Colors | |
| |
| |
| |
| Interior Finishes | |
| |
| |
| Texture | |
| |
| |
| Floors | |
| |
| |
| Ceilings | |
| |
| |
| Walls | |
| |
| |
| Signs and Art | |
| |
| |
| |
| Furnishings | |
| |
| |
| Getting Started | |
| |
| |
| Creating an Interiors "Bible" | |
| |
| |
| The Art of Placing Furnishings | |
| |
| |
| Furniture | |
| |
| |
| Cabinetry | |
| |
| |
| Fabrics | |
| |
| |
| Accessories | |
| |
| |
| Finishing Touches | |
| |
| |
| |
| Functional Spaces | |
| |
| |
| |
| Designing Group-Room Activity Areas | |
| |
| |
| What Is an Activity Area? | |
| |
| |
| Play/Educational Experience Types | |
| |
| |
| Activity-Area Attributes | |
| |
| |
| Modifications for Children with Disabilities | |
| |
| |
| Changing and Maintaining a Room's Layout | |
| |
| |
| Summary | |
| |
| |
| |
| Spaces For Infants and Toddlers | |
| |
| |
| Program Considerations | |
| |
| |
| Design Considerations | |
| |
| |
| Program-Specific Decisions for Infants/Toddlers | |
| |
| |
| Typical Infant/Toddler Activity Areas | |
| |
| |
| Illustrative Floor Plans | |
| |
| |
| |
| Spaces For Preschoolers and Kindergarteners | |
| |
| |
| Program Considerations | |
| |
| |
| Design Considerations | |
| |
| |
| Program-Specific Decisions | |
| |
| |
| Typical Preschool and Kindergarten Activity Areas | |
| |
| |
| Illustrative Floor Plans | |
| |
| |
| |
| Spaces For School-Age Children | |
| |
| |
| Types of Programs | |
| |
| |
| Program-Specific Decisions | |
| |
| |
| Typical School-Age Activities | |
| |
| |
| Storage | |
| |
| |
| Illustrative Floor Plan | |
| |
| |
| |
| Spaces For Staff and Parents: Building Community | |
| |
| |
| Staff | |
| |
| |
| Parents | |
| |
| |
| Building Family-Staff Community | |
| |
| |
| |
| Outdoor Play Spaces | |
| |
| |
| The Importance of Nature | |
| |
| |
| Site Planning Considerations | |
| |
| |
| Play Yard Design and Zoning Considerations | |
| |
| |
| A Word About Accidents: Challenge versus Hazard | |
| |
| |
| Equipment Design | |
| |
| |
| Adventure and Creative Play | |
| |
| |
| Quiet Play and Private Places | |
| |
| |
| |
| Child Care Centers of The Future | |
| |
| |
| A Building Type in Search of a Model | |
| |
| |
| The Residential Core Model | |
| |
| |
| The Husky Child Development Center--The Copper House | |
| |
| |
| New Generation Learning Centre | |
| |
| |
| Getting From Here to There | |
| |
| |
| A Vision for the Future | |
| |
| |
| |
| Questions to Ask Prospective Architects | |
| |
| |
| |
| Comparison: Construction Manager vs. General Contractor | |
| |
| |
| |
| A Summary of Low-Toxic Building Materials | |
| |
| |
| |
| Carla Mathis' Living Colors | |
| |
| |
| Credits | |
| |
| |
| Bibliography | |
| |
| |
| Index | |
| |
| |
| About the Author | |