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