In the child care literature, there are a number of scales for assessing the environment of early childhood centers. The best known is the ECERS family of scales (Early Childhood Environment Rating Scales) from the Frank Porter Graham Child Development Center at the University of North Carolina, Chapel Hill. But none of the scales available to date really zeros in on the physical environment, and on what child care providers can do to set up their environments or to make special adaptations for different activities.

It is important that each "house" or room, which ever you have in your center, be large enough and spatially organized well enough to have a wide variety of resource-rich activity pockets for all developmentally appropriate activities going on in that house or room.

Based on our work--including academic research, evaluation, and design consulting--over the past 20 or so years, here is a preliminary checklist of some of the critical characteristics to look for in your child care center. You may wish to look for ways to modify and improve your environment to incorporate those that are missing.

Infant Circle of Activity multi-textured crawling/climbing area--with foam play pits, air mattresses, multi-textured carpeted areas, etc. quiet book display and reading area--with display units, soft carpet and cushions, soft lights, perhaps separated from other areas by one-foot-high carpeted boxes with one side open for storage and display sensori-motor manipulables area- with low open shelving and accessible display units singing and music listening area--with low open display shelves multi-use open activity area--with space for music, listening, body movement, etc. Toddler Transitional Territory arts and crafts studio--with floor and table easels, work tales, space for murals, ample natural light, open accessible shelves, running water, easily cleaned floor with floor drain, and extra supply storage a place for block play--with open floor space, block cart or storage unit on wheels, and storage shelves and display racks doubling as dividers electronic zone--for various technological equipment with tables and chairs and display shelves language area--with low tables and chairs, bulletin board, and chalkboard make-believe area--with small loft, display shelves, racks, and hooks manipulatives area--with tables and chairs, carpeted floor space, large storage tubs and racks, and storage shelves music nook--with storage shelves, storage cabinets, and carpeted area for listening and dancing nature study area--with counters with storage underneath, sink with running water, tables and chairs, natural light source, display walls, and portable screens so children can contain animals on the floor reading corner--with sofa, cushions, pillows, bean bags, soft carpet, perhaps draperies, book cases, book display units, flannel boards, and soft task-lighting sand and water oasis--portable or stationary water and/or sand tables, with tiled floor with a non-slip mat under table, water source, floor drain, hanging hooks, and storage area

multi-use open activity area--with lots of space for dancing, singing, creative dramatics, etc.(but not to duplicate the necessary large-motor activities area elsewhere in the building) Preschooler Modified Open Plan Zone arts and crafts studio--with floor and table easels, work tables, space for murals, ample natural light, accessible shelves for storing 2- and 3-dimensional art work, display tackboards, running water, easily cleaned floor with floor drain, and extra supply storage. a place for block play--with open floor space and work surfaces, block cart or storage units on wheels plus storage shelves and display racks double-functioning as dividers computer corner--with computers and peripherals on table fantasy/socio-dramatic/role-playing area--with various props and/or playhouses fine-motor manipulatives area--with tables and chairs, carpeted floor space, large storage tubs and racks, and storage shelves math/problem-solving area--with tables, chairs, and storage music nook--with storage shelves, storage cabinets, and carpeted area for listening and dancing reading corner/library--with sofa, overstuffed chair, pillowed benches, cushioned window seats, floor cushions, bean bags, soft carpet, perhaps draperies, task lighting, book cases, and book display units science center--with counters and storage underneath, open display cabinets, sink with running water, tables and chairs, natural light, and display walls woodworking area/a place for building--with sturdy wooden workbench, other work surfaces, display racks, and storage space writing center--with writing tables, chairs, soft lamps, storage drawers and shelves, small easel with lind paper, and poster and other display panels or bulletin board multi-use open activity area--with lots of space for istening to music, dancing, singing and creative dramatics(but not to duplicate the large-motor activities area elsewhere in the building)

Some of these areas, like the block play area, can be relatively open to other areas, perhaps surrounding and facing into the centralized, multi-use open activity area. Other areas, like a successful music nook or a quite reading corner or writing center, need to be spatially and acoustically separated with partial partitions or book cases.

Gary T. Moore, Ph.D., who holds degrees in architecture and developmental and environmental psychology, has been active for 20 years in child care research, planning, and design consulting. He is Professor of Architecture at the University of Wisconsin-Milwaukee and principal of Gary T. Moore & Associates, Child Care Facility Design Consultants. Naohiko Hayata, D.Eng., is a post-doctoral visiting scholar with the UW-Milwaukee Children's Environments Research and Design Group.

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