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FACILITIES GUIDANCE
Recommendations for Existing District Operated Preschool Classrooms

Facilities Graphic

Responsibilities of the District

A physical environment impacts both the behavior and development of children and the adults working in that environment. Physical space can contribute to children’s preschool experiences, particularly how children interact with their teachers and peers. Preschool facilities standards were adopted by the state Board of Education in May 2004. These standards describe new preschool facilities requirements, including minimum square footage, bathroom and window requirements, natural light and outdoor play space.

It is recommended that districts use this guidance to work toward creating optimal spaces that meet the needs of three- and four-year-old children.

Ideal Features of Preschool Classrooms

  • 950 Sq. Ft. Classrooms (750 square feet of usable space, 50 for a toilet room, and 200 for permanent furniture)

  • Locations no higher than the second floor of a building

  • A toilet room built to meet the needs of young children (small toilet, low sink, low paper towel dispenser

  • In-classroom sink at the appropriate height for a preschool child

  • Operable windows with inside locks

  • Natural light and ventilation

  • Storage space for equipment: separate teacher storage area

  • In-classroom cubbies for children’s belongings
  • Furniture that allows children to work individually, in small groups, or in large group with pathways to move from one area to another. The room should contain movable pieces of furniture and/or equipment in order to maximize space flexibility

  • Wall displays that are at children’s eye levels, representing their work in the classroom, and helping them identify and use each area of the classroom

  • Tables and chairs that are designed for small children. When seated, children’s feet should sit comfortably on the floor. Seating should be about 10-12 inches above the floor

  • Open shelves, easily reached by children, labeled with pictures and text (in children’s languages) to encourage independence and learning

  • Small, semi-private, easily supervised places where children can rest or play quietly

  • Soft furniture and materials, such as area rugs, bean bag chairs and stuffed animals. Sound absorbing materials, such as acoustical tiles, should be installed to minimize noise

  • Tables for eating meals in the room family style, encouraging independence, social interaction and conversation

  • Five or more well-defined work/play areas include but are not limited to dramatic play, art, blocks, reading, science, manipulatives, sand/water, that are equipped with materials, activities, and floor or table space

  • A place to easily access and store mats or cots for napping