InfantandToddlerSpace.pdf

D e s i g n f o r a Q u a l i t y C l a s s r o o m

Infant and Toddler Spaces

1

Importance of the Environment

“…the child needs a safe world where he is encouraged to
venture, rewarded for venturing his own acts, and against

distraction or premature interference….He needs a world rich
with opportunities to see, hear, feel, touch, and move….
The child needs a setting where the world is literally at his

fingertips to safely explore and enjoy.” – Jim Greenman
Caring Spaces,
Learning Places

Special Thanks

This booklet is a collaboration between WestEd’s Program
for Infant/Toddler Care (PITC) and Community Playthings.
We thank PITC for their research contribution. They have
developed the most widely used training system for infant and
toddler caregivers in the United States, and their team is at
the forefront of national efforts to improve infant/toddler care.
More information is available at www.pitc.org.

We also wish to thank the children and staff of the Sarah Lawrence
Early Childhood Center in Bronxville NY, especially Lorayne Carbon, for their time,
patience, and charm as the cameras flashed. The children were great models because
they simply showed up and played!

The first months and years of a child’s life are the most
formative in development of
mind, body, and spirit. Sleep,
emotional and physical nourish-
ment, and sensory stimulation
are more important in infancy
than at any other time. The most
vital need for these youngest
children is warm, nurturing care.
We must also provide them with
secure surroundings, and
equipment and playthings that
meet their needs and support
their individual development.

Quality childcare can be found in all types of spaces.
Still, we should remember that
the physical environment, the
space arrangement, and the
equipment available will either
promote or impede quality care.
Both the adults and the children
should find the environment
welcoming and comfortable.
A well organized, conveniently
arranged, and appropriately
equipped classroom gives the
caregiver more time for
stimulating and supportive
interactions with children.

The first three years of a child’s life are critical for
brain development. After birth,
brain cells establish trillions of
connections. These connecting
synapses form the brain’s “maps”
that govern thought, feelings,
and behavior. Brain cells analyze,
coordinate, and transmit
information. The brain learns
and remembers throughout life
by constantly changing these
networks as it receives input
from its environment.

A lthough parents pass on a variety of characteristics
to their children through their
genes, the environment plays a
major role in developing a
child’s personality by shaping
the expression of those genes.
External influences, from
conception onward, offer the
brain the intellectual, emotional,
social, and physical experiences
that make learning and
memory possible.

Brain Development

“…great strides have been made in understanding how
very young children learn and how their brains develop. With
our new knowledge comes new pressure … to stimulate infants—
in just the “right” ways—earlier and earlier. But children
learn more from the full complexity of their spontaneous
interactions with parents than from any pre-packaged program.”

– T Berry Brazelton, MD
Author and Pediatrician

3

4

5

Stages of Development

Infants experience three stages of development. The caregiver-
help that children require changes
as they progress through the
stages of infancy. It is important
that the surrounding environ-
ment supports both the growing
infants and the teachers who care
for them.

Young Infants (0-8 months)

In the first year of life children
acquire a sense of trust—a feeling
of safety and security. Basic trust
comes from warm and loving
relationships with caregivers.
When adults are responsive,
predictable, and nurturing, infants
gain the self-esteem and courage
needed for further development.

Young infants who feel safe start
exploring the world. They need
ample opportunities to see, hear,
feel, and touch. Movement is
crucial, as well as positive inter-
actions between adult and child.

Mobile Infants (6-18 months)

Mobility opens up new horizons
for infants. They begin to scoot and
crawl in their quest to understand
and explore the world. Mobile
infants are fascinated with
activities and objects of daily life
and will repeatedly open and close,
fill and dump. Repetition helps
them learn sequencing, classifica-
tion, and how things work.

Mobile infants are practicing
independence, yet still rely heavily

on encouragement from caring
adults. They experience anxiety
as they realize they are separate
people from their caregivers, or
when meeting unfamiliar people.
Playing peek-a-boo or hiding and
finding objects helps them learn
that things out of sight still exist.

Toddlers (16-36 months)

Toddlers are establishing their
identity. Who am I, and who is
in charge? The toddler period is
often marked by conflict, and
toddlers are easily overwhelmed
when unable to communicate
or get their way. Yet with calm
reassurance from adults, social
awareness grows, and children
learn what actions are appropriate.

It is a time of exploration,
questioning, and discovery.
Toddlers start using language to
communicate, learn to categorize,
and constantly seek to understand
the meaning of events, objects,
and words.

Although a toddler is gaining
a sense of his identity, he still
needs security in to
purposely explore the world.
An environment that offers
chances for independence,
participation, and cooperation
helps toddlers develop
competence and a strong sense
of self.

“A good infant/toddler
program is distinctly different
from a program designed for 3-5
year olds. Group care … requires
both careful planning
informed by knowledge of
development in the earliest
years, and the flexibility to
respond to the individual needs
of each child and family. The
key to quality care is the
quality of relationships.”

– Zero toThree
Caring for Infants
& Children in Groups

7

1. Safety
Safety is one of the most
important concerns in a group-
care setting. In a well-designed
environment, children move
about freely and explore without
the caregiver worrying about
children getting hurt. She can
spend her time in positive
interaction with the children,
rather than patrolling a
“no” environment.
Safe environments have:
■ developmentally appropriate
equipment made of non-toxic
materials such as wood

■ non-slip floors
■ stable shelves, objects, and

fixtures with rounded corners
■ steps toddlers can use to reach
the changing table so that care-
givers will not have to lift them

Eight Considerations
for Quality Infant and Toddler Environments

Since surroundings have such a powerful influence on infants and toddlers, there are eight points to consider when setting up group care environments. These can be divided into two
groups. Four relate to the needs of infants and their caregivers: Safety, Health, Comfort, and
Convenience. The others support infant development: Child Size Space, Flexibility,
Movement, and Choice. – adapted from PITC’s
Infant/Toddler Caregiving: A Guide to Setting Up Environments

2. Health
Health is a fundamental issue
when caring for infants and
toddlers. A well-kept environ-
ment can protect both children
and adults from infection
and illness.
■ Separate the diapering and
toileting areas from food
preparation and feeding areas.

■ Keep these and all areas clean.
■ Have sufficient plumbing to
allow children and caregivers
to wash hands regularly.

■ Make sure surfaces are easy
to clean and suitable for the
activities in the area—walls,
floors, furniture, and toys.

Heat, light, ventilation, and
acoustics all have an impact on
the development of children’s
health. Since smell is one of the
most important indicators of a
healthy environment, clean floors
and furnishings are of utmost
importance. A child care center
needs an efficient air exchange
system, as well as screened, open-
able windows, if at all possible.

“As soon as a baby starts
crawling, you can count on the
fact that he will discover
every hidden danger in the
environment. That means his
caregivers need to discover
those hidden dangers first and
eliminate them.”

– Dr. Thelma Harms

10

9

3. Comfort
A comfortable environment
creates a calming atmosphere and
allows both infants and caregivers
to function without stress, which
is injurious to brain development.
Reducing clutter, giving attention
to attractive display, and intro-
ducing nature into the room are
some ways to bring about a
harmonious and relaxing mood.
■ Try soft and natural colors on
walls and furnishings.

■ Use natural light, lamps, and
full-spectrum lights rather than
fluorescent lights.

■ Each room needs a steady flow
of fresh air.

■ Acoustical tiles and rugs with
pads help to absorb noise.

■ Soft cushions, pillows, and
back supports for adults sitting
on the floor help make the
environment comfortable.

4. Convenience
A convenient environment is
one in which both the infants
and adults can easily see, find,
and access materials. Make sure
the arrangement of equipment
is clear and visible to all who
use the space. Materials should
be grouped together logically.
Since infants and toddlers cannot
read labels, they take cues from
the way each area is organized,
as well as its mood, to stimulate
their interaction with the
environment.

Feeding, Washing, and
Toileting Areas

Feeding and toileting areas must
be clean, bright, and convenient.
That means the environment
must be easy to clean and easy to
work in. The equipment should
be scaled so that picking up,
bending over, and reaching are
kept to a minimum.

Storage and Shelves

Storage is the caregiver’s strong
silent partner in a smoothly run
childcare program. An adequate
amount of open and closed
storage and its proper placement
builds ease and efficiency into
your environment.

Entrance and Parent
Communication Area

Entering and leaving the child
care setting are important
activities. A well-defined entrance
gives children a clear sense of
space, predictability, and security.
Both children and parents can
experience separation anxiety,
so an attractive and cheerful
entrance can dispel their fears,
inviting them to enter a special
place designed just for them.
When parents feel welcome in the
classroom, they’ll have more
confidence to visit, communi-
cate, and make the transition that
works for them.

“An ed environment
with good sight lines and
uncluttered floors enables
staff to easily supervise
the group while interacting
with a single child. Settings
that keep children both safe
and occupied help staff be
more playful and attentive
to the needs of individuals.”

– Anita Rui Olds

12

11

5. Child Size Space
It’s such a big world. Your class-
room may be the one place where
a child can reach, sit, play, and
work without constantly asking
an adult for assistance. When an
environment is designed to fit
infants and toddlers, they can
reach what they need, and
explore what interests them—
without the caregiver worry-
ing about children getting hurt.
Teachers spend less time lifting
children, putting them in chairs,
getting toys for them, and
managing difficult behavior.

Child size space also takes into
account the role of the caregiver.
Intentional and responsive
interaction with each child will
encourage them to new levels of
play. Since the quality of your
interactions has a direct bearing
on children’s confidence and
ability to learn, swings and walkers
are not recommended. They
inhibit the infant’s natural need
to move and explore, and prevent
adults from interacting in the ways
that benefit children most.

6. Flexibility
Even if you have limited space,
choosing the right equipment
can help you create a flexible
room. Equipment that is light-
weight and mobile can be used
for more than one purpose. For
example, tables can be used for
feeding, art, and messy activities.
Use adjustable equipment that
can be adapted as children grow.
Mobile storage units can double
as boundaries, making optimal
use of your space.

No matter what type of setting
you have, plan to keep part of
it open. Placing all the large
equipment around the edge of
the room keeps the center open
allowing the children to see what
activities are available through-
out the room. The children can
also see the caregiver across the
room, and the caregiver can see
and respond to any child who
needs attention. An open
center creates maximum
flexibility and lets children
navigate easily between areas and
explore their independence.

On a Child’s Level
To create a child size
environment:

■ Use tables and chairs that are small
and low.

■ Low shelving (24″ high) allows
children to see and reach toys.

■ Place mirrors and pictures at
child-height.

■ Steps should be shallow, 4″-5″ high.
■ Include some adult size furniture, so
caregivers can rock and cuddle

children in comfort.

Activity Areas

Think of activity areas as separate places,

like little islands. Then work to make them

feel separate. You can do that by making

sure each activity area has these qualities:

■ a separate physical location
■ boundaries that separate it from
other areas

■ a mood, feeling, or personality

Each part of the environment has an

impact on the children and adults who

use the space. Consider the kind of effect

you would like each area to have and

how it reflects your program’s goals.

14

13

7. Movement
Infants and toddlers need an
environment that encourages
movement. The first three years
are what Piaget calls the sensory-
motor period, where infants and
toddlers use their whole body to
discover and process the world
around them. They develop
physical and cognitive skills, and
learn about people and objects
by becoming fully involved with
their surroundings.

In the classroom some
equipment must be provided
to stimulate large muscle play
and exploration. Use slopes, low
steps, play pits, or platforms to
create a multiple level environ-
ment. Different levels provide
variety, diverse viewpoints,
and numerous chances for
movement. Surfaces with a variety
of textures enhance sensory
exploration. Fixed structures,
such as climbers and slides,
encourage cooperative peer play.

8. Choice
An environment that allows
infants and toddlers to make
choices supports their develop-
ment and provides children

opportunities to discover what
they find interesting or challeng-
ing. Set up different areas of the
room with a variety of activities,
textures, and equipment. There
should be spaces for large group
activities as well as small, private
spaces, active and quiet play
areas, and room for messy activi-
ties. Your space can support your
program, providing stimulation
and a balance between challenge
and comfort, so children can
“push their limits” and expand
them. Caregivers need to be able
to observe and respond to cues in
the children’s behavior in
to arrange and rearrange the
environment.

Rest and Sleeping Areas

Infants and toddlers in childcare
should be able to rest or sleep
when they are tired. An infant
who wakes up often during the
night may need more sleep the
following day. A toddler just
getting over the flu may need two
naps instead of the usual one.
The environment should have
places where children can relax
and a place where they can take
a nap with their own bedding
whenever they are sleepy.

“Toddlers will move whether
moving is safe or not. They
constantly try out new
movement skills and
explore their independence.
A well-designed environment
encourages safe exploration but
gives toddlers the feeling of risk,
of expanding their limits.”

– Ron Lally & Jay Stewart

15

Although architects are highly skilled, they may
not be familiar with the specific
needs of child care design. Here
are some topics you’ll want to
cover well in advance of breaking
ground.

■ Allow enough time to involve
teachers, parents, and children
in the design process.

■ Licensing standards do not
always support the develop-
mental needs of children. For
instance, while 35 square feet
per child may be your state’s
minimum space requirement,
it is not enough for children’s
optimal use of indoor environ-
ments. Quality programs make
decisions based on what nur-
tures the child and his develop-
ment, not statutory minimums.

■ Long-term flexibility is of
utmost importance. For this
reason mobile storage is
preferable to built-in storage.

■ Follow the appropriate
children’s ADA standards

rather than using adult ADA
standards in children’s areas.

■ Doors: Keep to a minimum, as
they take space and generate
traffic.

■ Windows: Natural light is
excellent, and children love to
look out; but there can also be
too many windows. Providing
natural light and ventilation
should be balanced with energy
concerns and the need for
adequate wall space.

■ Floor surfaces: Consider
material, color, ease of cleaning,
sound absorption, and visual
effect.

■ Ceiling surfaces: Acoustic tiles
absorb sound, whereas hard
surfaces reflect sound. Pay
attention to the acoustics. A
loud environment hinders
development and increases
stress. A quiet environment
encourages calm behavior and
focused play.

Working with the Architect

“One of the most important
lessons I’ve learned in twenty
years of designing buildings
for young children is that the
choices we make in creating
the physical environment;
space, materials, color, and
furnishings, are essential to
child development. Not only
does the environment teach
directly, but it sets the tone
for a warm, engaging, and
welcoming place that
allows children to flourish
and learn.” – Mike Lindstrom

CEO, MLA Architects
Brookline, MA

16

Infants: A Quick Guide to Room Planning
1. Draw the room (to scale) on graph

paper.
Add windows, doors, sinks, and floor surfacing.

2. Mark in the flow paths.
Draw the most direct routes between the entry and
all other doors, water sources, and storage closets.

3. Circle the protected corners.
Reserve prime space for quiet or traffic-free activi-
ties. Protected corners should be as distant as pos-
sible from doors and flow-paths.

4. Divide into wet and dry regions.
Wet Region: Identify using the “3F” rule: flow,
flooring, and fixed plumbing.

Dry Region: Should contain at least one protected
corner and can be carpeted.

5. Divide into zones.
In Wet Region: Entry zone, Messy zone

In Dry Region: Active zone (should include a
protected corner), Quiet zone (must include a pro-
tected corner).

6. Plan activity areas in the
appropriate zone.

Entry Messy Active Quiet
Children’s
Storage

Staff Storage

Parent Sign-In,
Communication

Transition
Space: adult

“farewell chair”
or Glider

Feeding

Diapering

Water Play
(older infants)

Finger-Painting
(older infants)

Gross Motor:
ramp, slide,

shallow steps,
foam shapes,
balls, mirrors,

tunnel,
pull-to-stand bars

Nap Area

Nursing Corner

Cozy Space:
for quiet play

(separate from
Nap Area)

soft toys, cozy
surfaces, infant/

caregiver “cuddle
corners”

17

F62
7 Tr

ans
Bk 1

6″
F727 Clear Panel

F6
71

C
or

ne
r 1

6″

F648 Trans Bk Shelf

J4
44

M
ea

ltim
e

8″

G
24

1
C

ha
ng

in
g

T
ab

le
4

”
P

an

J444 Mealtime 8″

F8
35

T
ea

ch
er

D
oo

r

F736 Solid Panel

F
75

4
P

os
t 3

2″

G25 Community Crib

G
25

C
om

m
un

ity
C

rib

G25 Community Crib

G
25

C
om

m
un

ity
C

rib

G25 Community Crib

G
25

C
om

m
un

ity
C

rib

G
25

E
C

rib
fo

r
E

va
cu

at
io

n

G25E Crib for Evacuation

F
75

4
P

os
t 3

2″

F
72

6
C

le
ar

P
an

el

F
75

2
P

os
t

F
62

2
A

dj
S

he
lf

32
”

F
75

4
P

os
t 3

2″

F
72

7
C

le
ar

P
an

el

F684 Tote Shelf 4′ x 24″

G718 Nursery Gym 1 w/Ramp L

J432 TLC

F778 Browser Box

F611 Baby Shelf

F754 Post

J900 Blue Glider

J423
C

hr 10″

J42
3 Ch

r 10
”

J423 Chr 10″

A855 Half Moon Table 48

H30A Utility Cart

F633 Adj Shelf 3’x32″ [32H]

D
12

0
P

us
hc

ar
t

F
75

4
P

os
t 3

2″
F

75
8

W
al

l A
da

pt
er

3
2″

F754 Post 32″

F783 Trans Wave 16-24

J9
20

B
lu

e
B

en
ch

G
lid

er

F754 Post

F632 Shelf with Doors [24H]

F
75

3
P

os
t

J4
32

TL
C

F752 Post

F752 Post
F751

G
28

W
al

l-m
ou

nt
ed

S
he

lf

A240 Infant Cubby

A283 Wall Cabinet 48″ A282 Wall Cabinet 24″

A282 Wall Cabinet 24″ A240 Infant Cubby

E
nt

ry

Exit

Food Prep

Cozy Corner/
Protected Play

Group Area

Diapering Station

Entry Area
Parent Sign-in

Mealtime Area

Nap Area

Gross Motor

Cubbies/Parent
Communication Area

Teacher
Storage

Nursing

7. Create a space for each area.
This space includes storage for items used in that
area. The layout should communicate activities
and boundaries.

18

Toddlers: A Quick Guide to Room Planning
1. Draw the room (to scale) on graph

paper.
Add windows, doors, sinks, and floor surfacing.

2. Mark in the flow paths.
Draw the most direct routes between the entry and
all other doors, water sources, and storage closets.

3. Circle the protected corners.
Reserve prime space for quiet or traffic-free activi-
ties. Protected corners should be as distant as pos-
sible from doors and flow-paths.

4. Divide into wet and dry regions.
Wet Region: Identify using the “3F” rule: flow,
flooring, and fixed plumbing.

Dry Region: Should contain at least one protected
corner, and can be carpeted.

5. Divide into zones.
In Wet Region: Entry zone, Messy zone

In Dry Region: Active zone, Quiet zone
(use protected corner).

6. Plan activity areas in the
appropriate zone.

active zone

quiet zon
e

Dry Region

messy zone

entry zone

Wet Region

mmmmeeesssssssyyy zzzoonnnnnneeee

eeennntttrrryyyy zzzooonneeee

Entry Messy Active Quiet
Children’s
Storage

Staff Storage

Parent Sign-In,
Communication

Transition Space:
adult “farewell chair”

or Glider

Feeding

Diapering/
Toileting

Sand & Water
Play

Art:
floor easels or tables

Gross Motor:
ramp, slide, shallow
steps, foam shapes,
balls, mirrors, tunnel,
pull-to-stand bars,
push wagons, rock-
ing toys, riding toys

Dramatic Play:
simple costumes,

housekeeping
furniture

Music &
Movement:

open space, simple
rhythm instruments,

CD player

Cozy Corner:
books, Glider for

caregiver, cushions
and low soft seat-
ing, furry friends

Manipulatives:
toys and games,
small wooden

blocks

Nap Space:
usually cots or mats
are placed around

the room

19

7. Create a space for each area.
This space includes storage for items used in that area.
The layout should communicate activities and boundaries.

G261 Chng Tble w/steps 4″ Pan

F753 Post

F
77

5
Li

br
ar

y
R

ac
k

J651 Child’s Sofa, blue

F625 Trans B
k 24″

F682 Tote Shelf

F753 Post

F751

F7
51

F7

53
P

os
t

F
71

3
B

ul
le

tin
P

an
el

F7
53

P
os

t

F634 Shelf with Doors [32H]

S
ta

ck
ed

C
ot

s
(M

16
‘s

)

F778 Browser Box

F
62

1
A

dj
S

he
lf

24
”

F
83

8
M

in
i A

rc
h

F675 Corner 32″

F756 Post

F756 Post

C950 Box CarG
24

2
S

he
lf

J9
20

B
en

ch
G

lid
er

J4
10

F6
78

In
si

de
S

w
ee

p
24

”

F6
78

In
si

de
S

w
ee

p
24

”

C970 One-Each Riser Kit

J22 We-Do-It Bench

C232 Table/Chair Set

A
25

5
C

om
p

T
od

dl
er

C
ub

by
6

w
/ S

of
t

A
25

5
C

om
p

T
od

dl
er

C
ub

by
6

w
/ S

of
t

H500 Mini Art Island(18-36m
os)

F648 Trans Bk Shelf

J4
10

J4
10

J432 TLC

J4
10

J410

F753 Post

J410

J4
10

G750 Nursery Gym 5

J4
10

J4
10

J4
10

F673 Corner 24″
F

64
8

T
ra

ns
B

k
S

he
lf

A
80

1
W

or
k

T
ab

le

J410A
80

1
W

or
k

T
ab

le

F753 Post

J432 TLC

C
91

0
K

itc
he

n
C

or
ne

r

F753 Post
F753 Post

J410

F751

F751

F753 Post

F753 Post

D
12

0
P

us
hc

ar
t

C
14

0
C

ra
dl

e

A627 Large Sand & Water Center

G
28

W
al

l-m
ou

nt
ed

S
he

lf

A742 Coathooks

Outdoors

Entry

Mealtime Area Cozy Corner

Group Area

Dramatic Play
Area

Cubbies/Entry
Area

Sand/Water Area

Art Area

Storage

Toileting

Diapering
Manipulatives

Blocks

Gross Motor

Parent
Sign-in

References

Copple, Carol and Sue Bredekamp. Develop-
mentally Appropriate Practice in Early Childhood
Programs: Serving Children from Birth through
Age 8. Washington DC: National Association for
the Education of Young Children, 2009.

Lally, J. Ronald, Abbey Griffin, Emily
Fenichel, Marilyn Segal, Eleanor Szanton,
and Bernice Weissbourd. Caring for Infants &
Toddlers in Groups: Developmentally Appropriate
Practice. Washington DC: Zero to Three, 2004.

Miller, Edward and Joan Almon. Crisis in the
Kindergarten: Why Children Need to Play in School.
College Park: Alliance for Childhood, 2009.

Olds, Anita R. “Psychological and Physiologi-
cal Harmony in Child Care Center Design.”
Children’s Environments Quarterly volume 6,
no 4 Winter 1989: 13.

Pica, Rae. “In Defense of Active Learning.”
http://www.movingandlearning.com/Resources/
Articles40.htm (26 May 2011).

Wardle, Francis. Introduction to Early Child-
hood Education: a Multidimensional Approach
to Child-Centered Care and Learning. Boston:
Allyn and Bacon, 2003.

Suggested Reading

A Child’s Work Vivian Gussin Paley, Chicago,
IL: The University of Chicago Press, 2004.

Blocks and Beyond Mary Jo Pollman, Balti-
more, MD: Paul H. Brookes Publishing Co. Inc.,
2010.

Caring Spaces, Learning Places Jim Greenman,
Redmond, WA: Exchange Press, Inc., 2005.

Designs for Living and Learning Deb Curtis and
Margie Carter, St. Paul, MN: Redleaf Press, 2003.

Developmentally Appropriate Practice edited
by Carol Copple and Sue Bredekamp, Washing-
ton DC: National Association for the Education
of Young Children, 2009.

Innovations: Infant and Toddler Development
Kay Albrecht and Linda G. Miller, Beltsville,
MD: Gryphon House, Inc., 2001.

Inspiring Spaces for Young Children Jessica
Deviney, Sandra Duncan, Sara Harris, Mary
Ann Rody and Lois Rosenberry, Silver Spring,
MD: Gryphon House, Inc., 2010.

Mind in the Making Ellen Galinsky, New York,
NY: HarperCollins Publishers, 2010.

Play Stuart Brown, New York, NY: Penguin
Group, Inc., 2009.

The Hundred Languages of Children Carolyn
Edwards, Lella Gandini and George Forman, Green-
wich, CT: Ablex Publishing Corporation, 1998.

20

© 2011 by Community Products, LLC.

Know your group size/ratios
The regulations for group size and caregiver-to-child ratios vary from

state to state. Be sure to check your state’s requirements.

PITC recommends the following sizes for same-age groups:

PITC recommends the following sizes for mixed-age groups:

* The space guidelines represent minimum
standards of adequate square footage per
group; the amounts shown do not include
space for entrance areas, hallways,
diapering, or napping areas.

** Of the four infants assigned to a caregiver,
only two should be under twenty-four
months of age.

Age Ratio Total Size
Minimum # Square

Feet per group*

0–8 months 1:3 6 350

6–18 months 1:3 9 500

16–36 months 1:4 12 600

Age Ratio Total Size
Minimum # Square

Feet per group*

0–36 months 1:4** 8 600

The ‘community’ in Community Playthings is a group of
families that shares a faith, a way of life, and a belief in the
importance of creative play in each child’s development. Together,
we express our reverence for children by creating spaces of beauty
and simplicity that nurture discovery and learning. Visit us at
communityplaythings.com or call 800-777-4244
for a free Community Playthings Catalog.

Brought to you by Community Playthings®

Manufacturers of solid maple furniture and toys for over 65 years

Need help designing your space?
Working together with you, our designers will create a custom plan that matches your
curriculum, budget, and student mix. You know your children; we know our furniture.
Together we can create a flexible room layout to support their learning.

The best thing is, it’s free. It’s just part of what we do to make sure you get exactly
what you need.

Call today to discuss your project:

800-777-4244

Community Playthings Catalog

XX%

Cert no. XXX-XXX-XXXX

Community Playthings has brought to life the eight major concepts PITC
recommends be considered when planning environments for children under three.
They suggest thoughtful designs that meet the young child’s need for intimate care,

foster relationships with …