ECA position statement: Physical Environments for Centre-Based Early Childhood Services

• site selection and site size
• the physical characteristics of the building and the playground
• a transition play area between the indoor and outdoor play spaces
• car parking and driveways

1. Demographic considerations, including current and projected population characteristics; current supply of similar services within the immediate vicinity.
2. Surroundings, including positive factors such as adjacent parks, natural bushland, plant buffer zones, suburban housing areas; and negative factors such as adjacent highways (air pollution, noise), heavy industries (air pollution, noise), high rise buildings (wind tunnel effects, shade, heat), intrusive rural industries (air pollution, vermin), public conveniences (safety), swamps/creeks (mosquitoes).
Terrain, including landform (usable space, safety), site drainage (surface water clearance), soil stability (slippage), previous land usage (noxious/poisonous residues).
3. Shape, including dimensions (compactness), potential orientation of the building (climatic considerations), playground area (one space), indoor/outdoor integration (access, supervision).
4. Facilities, including convenience and accessibility of public transport, other community services (schools, medical services) and workplaces; availability of services such as electricity, telephone, sewage, garbage and water supply.

1. Total site area, which comprises usable space for four essential components the building; the children's playground; a verandah or terrace which is a transition area between the building and the playground; and carparking and driveways for staff, parents, visitors and service vehicles.
• 2.1.1 Local government town planning ordinances related to building setbacks, boundary clearances and carparking must be adhered to.
2. Division of site, which refers to the allocation of the total site to each of the four essential components:
• 2.2.1 Building: the total building area comprises the space required for three major functional categories:
• 2.2.1.1 Unencumbered play space for children, which means the usable activity space for children EXCLUSIVE of closed storage; furniture and fixed fittings; and access pathways.
• 2.2.1.2 Other activity space, which includes functional areas for: adult and child arrival and departure; children's physical requirements, including nappy changing facilities (where required), toilets and handwashing facilities, separate infant/toddler sleeping room; service areas for food preparation, laundry, cleaning; storage of children's and other equipment; adult spaces, including director/coordinator's office, administrative/clerical staff, staffroom, toilet facilities, parent/resources room; multipurpose space.
• 2.2.1.3 Nonassignable space, which includes walls, partitions, and passageways.
For buildings which do not cater for infants and toddlers, guidelines for three levels of space per licensed place are:

Unencumbered play space
Other activity space
Nonassignable space

Functional square meters per licened place:

Basic:

Unencumbered play space = 3.25 sq m
Other activity space = 2.32 sq m
Nonassignable space = 1.12 sq m
Total = 6.69 sq m per place

Good Quality:

Unencumbered play space = 3.90 sq m
Other activity space = 3.53 sq m
Nonassignable space = 1.86 sq m
Total = 9.29 sq m per place

High Quality:

Unencumbered play space = 4.64 sq m
Other activity space = 3.90 sq m
Nonassignable space = 2.79 sq m
Total = 11.33 sq m per place

(Source: Moore et al (1994))

For buildings which cater for infants and toddlers, basic guidelines for space for a group of eight (8) children are:

Unencumbered play space: 4.5 sq m per place (36 sq m)
Sleeping room: 2.8 sq m per place (23 sq m)

NOTE 1: In locations subject to extreme climatic conditions (snow, severe winds, high humidity, prolonged wet periods), unencumbered indoor space and/or verandah space per child should be greater than the specified basic requirements
NOTE 2: In playrooms which cater for fewer than 25 children, and/or in playrooms with adult:child ratios lower than 1:10, the unencumbered play space per child should be greater than the basic requirement specified in the table above.


• 2.2.2 Playground: the total playground area comprises the usable space which is defined as the area which can readily be viewed by a single adult turning in an arc of 180 degrees (Walsh, 1988). It includes accessible terrain and does not include narrow boundary clearances.


• 2.2.2.1 The playground space should be a compact square, rectangular or Lshaped area sited on one or two adjoining sides of the building, to facilitate functional use by children and effective supervision by staff.


• 2.2.2.2 The drainage characteristics of the playground space should ensure that surface water clears quickly.


• 2.2.2.3 The playground space which is required per licensed place depends on the total number of licensed places at the centre(Walsh, 1994a; 1994b).


Recommended guidelines are:
75 place centre: 15 sq m per place
40 place centre: 20 sq m per place
25 place centre: 25 sq m per place


• 2.2.3 Transition area: A transitional area between the building and the playground provides supporting space for both indoor and outdoor activities. It is space additional to the space required for the building and the playground. It may comprise a verandah, terrace or undercroft.


• 2.2.3.1 The transition area should be located between the playrooms and the playground either as a separate space or as one large continuous space.


• 2.2.3.2 The dimensions of the transition area (width and length) must provide for effective activity zones. A minimum width of 4m is required to ensure sufficient space for activity zones with access space around them.


• 2.2.3.3 The transition area area should comprise 2.5 sq m per licensed place and/or approximately 10% of the total site area exclusive of boundary clearances and carparks (Walsh, 1993).


• 2.2.4 Carparking and driveways: Space for vehicle access and parking for parent, staff, visitor and other vehicles is additional to space required for the building, playground and the transition area.


• 2.2.4.1 Site and safety considerations, including direct pedestrian access for children and adults, must be taken into account.


• 2.2.4.2 Direct access for service vehicles, including ambulance, fire, police, maintenance services, is essential.


(Detailed design considerations are available in Moore et al (1994))



3. 2.3 Examples of recommended site sizes and divisions, EXCLUSIVE of carparking and building setbacks:


Number of square meters per licenced place:

Licensed Places = 75 places

• BUILDING = 650 sq m
• TRANSITION = 150 sq m
• PLAYGR'ND TOTAL AREA = 1125 sq m
• SITE AREA INCLUDING BOUNDARY CLEARANCE = 2050 sq m

Licensed Places = 40 places
• BUILDING 450 sq m
• TRANSITION =100 sq m
• PLAYGR'ND TOTAL AREA = 800 sq m
• SITE AREA INCLUDING BOUNDARY CLEARANCE = 1450 sq m

Licensed Places = 25 places:
• BUILDING = 200 sq m
• TRANSITION = 65 sq m
• PLAYGR'ND TOTAL AREA = 625 sq m
• SITE AREA INCLUDING BOUNDARY CLEARANCE = 960 sq m

NOTE 1: Carparking and building setbacks are not included in the table above.

1. Climatic considerations, including temperature ranges, humidity, prevailing winds, and airborne dust.


• 3.1.1 The building should be oriented with windows on north and south facing walls. "Passive solar" or "low energy" principles should be used to maximise ventilation, heating and cooling.

(Detailed design considerations are available in Fowler and McDougall (1990))


2. Ambience, which refers to physical characteristics which contribute to creating relaxed and comfortable environments that are rich, varied, inherently childoriented, and which reflect children's cultural and familial backgrounds
(Prescott, 1987, Olds, 2001).

• 3.2.1 Elements which must be considered include: scale in relation to child and adult users; spaces which encourage children's imagination and creativity; aesthetics which reflect beauty and harmony; colours and textures which foster children's development; furnishings which include soft elements; noise reduction both between and within spaces; natural light quality and amount; temperature control and ventilation which ensures adequate changes of air.

(Detailed design considerations are available in Fowler and McDougall (1990), Olds (2001))


3. Functional areas, which include:
   
   • 3.3.1 Entry, which should be homelike; of an appropriate and friendly scale for children; be protected from the elements; allow easy access for wheelchairs and prams/strollers; and provide visual direction of the way into the building.
   
   
   • 3.3.2 Foyer, which comprises a buffer zone between the outside and inside worlds. It should be welcoming, soundabsorbent, and provide space for signing in and for display of notices etc.
   
   
   • 3.3.3 Multipurpose space, which can be used for a wide variety of activities. Such a space significantly increases the flexibility of the centre in meeting child, staff, family and community needs.
   
   
   • 3.3.3.1 The floor area of the space should be generous, no less than 30 sq m and preferably approximately 100 sq m.
   
   
   • 3.3.3.2 The space should be square shaped, to allow for different group configurations.
   
   
   • 3.3.3.3 The space may be a separate room on one side of the building, or adjacent to or incorporated into the entry foyer.
   
   
   • 3.3.4 Children's areas, which cater for all activities related to the developmental range of the enrolled children:
   
   
   • 3.3.4.1 Playrooms for infants, toddlers and young children must be provided for each designated group of children. Each playroom should be a flexible space which can be organised into distinct zones for a variety of activities, with clear pathways which do not run through activity zones. Playrooms should provide privacy areas for individuals and small groups; soft areas for quiet activities; and areas that vary in lighting, colour, texture and surface levels. Comfortable seating for adults should be provided.
   
   
   • 3.3.4.2 Toilets should be designed to have easy access from indoor and outdoor areas, to be accessible to children in wheelchairs, and to allow all children to attend to their own needs independently and to learn good hygiene practices. A shower unit should be located adjacent to the children's toilet.
   
   
   • 3.3.4.3 Infant and toddler areas: In addition to the principles listed above, playrooms for infants and toddlers should allow for partial separation of nonmobile babies, crawlers, and beginning walkers, through provision of slightly elevated platforms, alcoves and low dividers. Nappy change and toilet facilities should be sited to ensure that staff have direct visual access to the playroom whilst assisting children, while also ensuring easy access to nappy change requirements; safe storage of waste and chemical products; and hygienic staff practices. A food preparation area with sink, refrigeration and food heating facilities should be sited adjacent to, and with visual access to, the playroom. Infants and toddlers also require a separate, quiet sleeping room, adjacent to the playroom, with visual access for staff. Elements to be considered include space for easy staff access to each cot; light, temperature and humidity control; and ventilation which ensures adequate changes of air.
   
   (Detailed design considerations are available in Fowler and McDougall (1990), Moore et al (1994), Olds (2001), Olds (1987))
   
   
   • 3.3.5 Adult areas, which provide space for management, administrative and clerical tasks; interactions between staff and parents; adult toilet facilities; staff meetings; and staff relaxation.
   
   
   • 3.3.5.1 The Director/Coordinator's office should be visible and accessible to visitors; be situated adjacent to the foyer; have visual access to the main activity areas; provide storage for confidential records; and provide privacy for sensitive discussions.
   
   
   • 3.3.5.2 Space for administrative and/or clerical tasks should be separate from the Director/Coordinator's office.
   
   
   • 3.3.5.3 The adult toilet and shower facility should be designed to the Australian Standard for disabled use.
   
   
   • 3.3.5.4 The staff room should be acoustically and visually separate from children's areas, and provide a comfortable, peaceful, quiet and sufficient space for staff breaks.
   
   
   • 3.3.5.5 The parent/resources area can be planned as a multifunctional space. It should seat a small number of adults comfortably, and be quiet and peaceful.
   
   (Detailed design considerations are available in Fowler and McDougall (1990))
   
   
   • 3.3.6 Service areas, for food preparation, laundry and cleaning. Requirements for each area vary depending on the particular services provided at the centre.
   
   
   • 3.3.6.1 Where meals are provided, there must be a fully equipped kitchen which complies with local government requirements, and which gives attention to safety, hygiene, and noise abatement.
   
   
   • 3.3.6.2 Food preparation areas must be separate from laundry and cleaning facilities.
   
   
   • 3.3.6.3 Children's access to service areas should be restricted.
   
   (Detailed design considerations are available in Fowler and McDougall (1990))
   
   
   • 3.3.7 Storage, of children's belongings, prams/strollers, sleeping equipment, children's play equipment, staff belongings, administration records, food preparation equipment, foodstuffs, cleaning equipment.
   
   
   • 3.3.7.1 Space required for closed storage, furniture and fixed fittings, children's lockers or trays and children's sleeping equipment is additional to the children's unencumbered play space.
   
   
   • 3.3.7.2 Children's sleeping equipment should be stored in ventilated conditions adjacent to the children's playroom.
   
   
   • 3.3.7.3 Lockers or trays for children's belongings should be situated adjacent to the children's playroom and be easily accessible by children to encourage independence and selfhelp skills.
   
   
   • 3.3.7.4 Children's regular play equipment should be readily assessible to them. There should also be some childproof storage for equipment which requires adult supervision.
   
   
   • 3.3.7.5 Storerooms for children's play equipment should be large and easily accessible from each playroom by staff and children.
   
   
4. Organisation of space, which facilitates effective opportunities for children to develop in relaxed, caring, varied, interesting and inherently childoriented environments, and which also permits easy supervision by staff.


• 3.4.1 Two main criteria for good organisation of space are clear pathways (viewed from children's perspectives) and sufficient unencumbered space in relation to the number of children at the centre

(Prescott, 1987)

• 3.4.2 Playrooms should incorporate corner walls, movable shelving and other dividers to create activity zones. No activity zone should be intercepted by child or adult access pathways. Each playroom should contain sufficient internal floor space at corners and walls to enable at least five activity zones to be created in accordance with best practice guidelines.

(Walsh and NSW Department of Community Services, 1998)

• 3.4.3 Activity zones should have identifiable boundaries, and accommodate four to six children while allowing space for children to move from one zone to another. There should be a greater number of play places than the number of children using the room. Compatible activity zones should be situated adjacent to each other to provide for extended play opportunities.


• 3.4.4 Access pathways into and out of the playroom, and to specific activity zones within the playroom, should be clearly defined and minimise intrusion into activity zones.


• 3.4.5 Supervision should be possible directly to all areas, including sleeprooms and other ancillary facilities (lockers, toilets, showers, storerooms), while also ensuring privacy for individual children as they pursue their own interests. To ensure safe and supportive supervision, visual and pedestrian access are required.

(Detailed design considerations for a number of services are available in Weinstein and David (1987))


5. Safety features must be incorporated into the building design. It is beyond the scope of this policy to detail these features fully. Among the safety features which must be addressed are: locked storage for toxic items (eg medications, detergents, cleaning products); childproof power points, earth leakage protection; slipresistant, easily maintained floor surfaces; safety glass; childaccessible hot water below 38oC; isolation of heating and cooling equipment.


• 3.5.1 Construction materials, emergency exits and evacuation provisions must comply with local and State/Territory regulatory requirements.


• 3.5.2 Building and storage design must support safe and effective lifting practices for staff, and comply with occupational health and safety requirements.

1. Climatic considerations, including temperature ranges, humidity, prevailing winds, and airborne dust.


• 4.1.1 The playground should be sited in relation to the building so as to maximise the establishment of a favourable microclimate. Vegetation and built structures should provide relevant seasonal protection from sun, winds and dust.


2. Ambience, which refers to physical characteristics which contribute to creating rich, varied, inviting and interesting environments that are inherently childoriented and which reflect children's cultural and familial backgrounds.


• 4.2.1 The playground should be a natural environment which features vegetation, changing land forms and natural materials.


• 4.2.2 Elements which must be considered include: scale in relation to child users; spaces which suggest and encourage active and quiet activities; aesthetics which reflect beauty and harmony; colours and textures which foster children's appreciation of the natural environment.

(Detailed design considerations are available in Walsh and NSW Department of Community Services (1998), Walsh (1988))

3. Functional areas, which suggest and encourage different types of play. In general, there should be three loosely defined areas which overlap so that play can flow from one area to another (Walsh and NSW Department of Community Services, 1998; Walsh,1988). Each area should provide for comfortable adult seating. The three main areas are:


• 4.3.1 An open area, which is a flexible space that enables children to enjoy freedom of movement and also provides space for setting up movable equipment.


• 4.3.1.1 Open space should comprise one third to half of playground space and include flat areas, mounds, and other features which provide threedimensional effects.


• 4.3.1.2 There should be a minimum length of 15 metres of open running space (Taggart, 1993).


• 4.3.2 A quiet area, which provides for observation, exploration, discovery, reflection, solitude, and small group interactions.


• 4.3.2.1 The quiet area can include the sandpit, and should include formal quiet areas for adultchild activities, a children's garden, and secluded quiet areas ("secret places") which provide for privacy.


• 4.3.3 An active area, which provides space for physically adventurous play.


• 4.3.3.1 The active area should comprise approximately one third of playground space. It can include climbing equipment, digging patches, and fixed equipment eg platforms, swings. Active areas should be planned to flow into one another, while providing for children's safety and easy supervision. Fixed equipment should allow for day to day additions and changes to extend children's opportunities for problemsolving and for creative and dramatic play.

(Detailed design considerations are available in Berry (1993), Walsh and NSW Department of Community Services (1998), Walsh (1988))


• 4.3.4 Infant and toddler area: Centres which cater for infants and toddlers must include an outdoor play area adjacent to, and integrated with, the older children's play areas, such that some physical separation for very young children is ensured, and some interaction between children of different developmental levels is maintained. Climatic considerations and ambience, as defined above, must be taken into account. Facilities should be designed to support the expanding autonomy and independence of each child, and include sandpit, open running space, small changes in surface levels, and encapsulated spaces.


• 4.3.4.1 A basic requirement is 15 sq m per child, where the group size is no more than 10 children.

(Some design considerations are available in Walsh and NSW Department of Community Services (1998), Walsh (1988))


• 4.3.5 Services, which include water outlets that service the total outdoor space, and vehicular access for grounds and building maintenance.


• 4.3.6 Storage, of equipment for children's play and of equipment for grounds maintenance.


• 4.3.6.1 Children's regular play equipment should be readily accessible to them, while there should be some childproof storage for equipment which requires adult supervision.


• 4.3.6.2 Closed storage for children's play equipment should: be sited to allow convenient child and staff access; be solidly constructed with shelving scaled to support easy viewing by staff and children, safe and direct access for children to relevant items, and also to support safe and effective lifting practices for staff; have natural light, be airy and easy to maintain; and be accessible through doors which allow staff safe and easy access to bulky items.


• 4.3.6.3 Grounds maintenance and other equipment which is potentially dangerous for children should be securely stored. Childproof storage must be provided for toxic items.


• 4.3.7 Boundary fencing, which is childproof and no less than 1.5m high. Contruction materials and fence height should be selected after consideration of adjoining land usage, noise abatement factors, aesthetics, visual outlook, and climatic factors.


• 4.3.7.1 Maintenance and emergency entry/exit gates must be selfclosing and selflatching.


4. Organisation of space, which facilitates the flow of children's play from one area to another, and stimulates childinitiated, spontaneous, creative, active or relaxing activities.


• 4.4.1 Activity zones should have identifiable boundaries and can include fixed or movable equipment and empty spaces. Each activity zone should accommodate a small group of children, and there should be a greater number of play places than the number of children using the playground. Compatible activity zones should be adjacent to each other to provide opportunities for extended play activities.


• 4.4.2 Access pathways between the verandah/terrace and the playground, and to specific activity zones within the playground, should be clearly defined and minimise intrusion into activity zones.

4.4.2.1 Consideration must be given to providing independent, safe access for children and adults with disabilities which affect mobility.
(Some design considerations are available in Walsh and NSW Department of Community Services (1998); Walsh (1988))


5. 4.4.3 Supervision should be easily achievable through all areas of the playground, while allowing children private play spaces and quiet withdrawal places. Where children of different ages mix together in the playground, provision should be made for separating the vigorous activities of older children.


6. Safety features must be incorporated into the playground design. It is beyond the scope of these Policy Implementation Guidelines to detail these features fully. Among the safety features which must be addressed are: space for, location of, and arrangement of, fixed and movable equipment; location of swings away from main activity areas; equipment height in relation to children's development; provision of softfall materials of a nature and to a sufficient depth to prevent injury; entrapment under buildings; the nature of fences and gates; poisonous and noxious plants; protrusions and sharp objects. Current Australian Standards relating to playground surfacing requirements and fixed equipment design must be adhered to.

(Some design considerations are available in Walsh and NSW Department of Community Services (1998); Walsh (1988))

5. Transition Area

1. Climatic considerations, including temperature ranges, humidity, prevailing winds, and airborne dust.


• 5.1.1 The nature of the transition area (covered or uncovered, enclosed or not enclosed, insect screened or not insect screened) depends on the predominant climatic conditions which prevail at the centre's location.


• 5.1.2 Consideration should be given to maximising shade protection while also allowing some winter sun in the cooler months.


2. Ambience, creating a visually attractive inviting space with careful integration of both built and landscape features.


3. Functional design, which provides for a range of activity zones.


• 5.3.1 Access pathways across the transition area should allow for uninterrupted pockets of space for activity zones.


• 5.3.2 There should be two clear sight lines, one for adults to ensure ease of supervision and access, and the other for children, so they can observe other children and play options.


• 5.3.3.The transition area should be equipped with one or more taps, for both children’s play and maintenance of the area. Other useful inclusions are a stainless steel sink and a storage shelf and power point each 1.8m above the floor.


4. Safety features, including:


• 5.4.1 Nonslip easy to maintain surface, with a slight slope towards the adjoining drainage, to allow for rapid clearance of surface water. Fixed artificial grass or outdoor carpet are not recommended as they restrict the possible uses of the space and create ongoing maintenance and hygiene problems.


• 5.4.2 Low dividers to provide partial separation between the playground and the transition area.

(Detailed design considerations, including recommendations for elevated transition areas, are given in Walsh and NSW Community Services (1998))

1. The design should take into account existing pedestrian and cyclist routes, nearby traffic generators, subdivision layout, street design, acess in and out of the carpark from the street, nearby intersections.


2. Parking must be provided in a convenient location, allowing equity of access and safe movement of children and adults to and from the centre.

(For detailed recommendations, see the companion ECA Policy and Policy Implementation Guidelines for Planning the location of centrebased early childhood services)