Developing a Functional Program

The functional program is a living document that provides a framework for the interested parties to describe and agree on what will be achieved by the renovation or new development. In large projects, it is recommended that you produce a "functional program plan". It is important to note that the development of the functional program will take a number of meetings with the building committee and should be done before any design work commences.

It will incorporate three major aspects of your project:

• Identifying your goals
• Identifying characteristics of the space you need
• Securing the space and deciding whether to rent/lease/build/renovate

The information you learn and document from the visioning stage sets the tone for writing your functional program. The experts - your project manager and architect - will help you to write this document.

Goals

First, you will need to articulate your goals for the new/renovated centre. Include:

1. The programs you wish to offer, e.g. full-day program for infants; for toddlers; for preschoolers; for kindergarten-aged children; for school-aged children; a separate part-time program; a parent/caregiver drop-in centre; parenting programs; social service/health program [you may wish to have a separate space to accommodate the public health nurse, the speech language therapist; the nutritionist, etc.]
2. The number of children to be served in each program; their ages; the number of children with special needs, etc.
3. The groupings of children: how will children be grouped into physical spaces? Will they be in one space? Will there be interaction - if so how? Prepare a chart with information on how many children (by age perhaps) fit into each classroom. For example:

   Ages of Children	# of Children	# of Teachers	Total # of Classes	Requirements
   Infants: 0-18 months	10	3	1	Next to toddler room; lots of space for cribs (3-4 feet apart); easy access to outside.
   Toddlers: 18 mos to 30 months	10	2	2	Next to infant room; easy access to outside
   Preschoolers: 30 months to 4 years	24	3	2	Need enough toilets to conform with the licensing regulations in your jurisdiction and situate preschool rooms next to each other
   Kindergarten: 4-5 years	20	2	1
   Parent/caregiver drop-in program: all ages	Unlimited	2	1	Set up as flexibly as possible bearing in mind different age groups; cots not necessary, but should be near toilets.

4. Describe how you want the centre to feel and function: Sometimes this is referred to as the "typology" of the centre. Should it feel like a home, a classroom, an Italian village with a piazza, a hotel, an adventure playground, or something else? Talk about how you want parents and children to experience the atmosphere.
5. Think about your future goals and make sure you have capacity for change or expansion.

Space Needs

After you have determined the scope of your project, you can start to think about how much space you will need. The provincial/territorial government will stipulate the minimum space requirements, but remember that these are a bare minimum. For example:

Minimum space requirements per child in full-day regulated programs (in square metres) by province and territory (2006)

P/T	Indoor space	Outdoor space	Location of outdoor space in relation to indoor space
NL	3.3m2 excluding fixed equipment	No specifications	On-site
PE	3.5m2 excluding kitchens, hallways, bathrooms, closets and other similar areas	7m2	If no space is available adjacent to the facility nearby parks or open space may be used with Board approval.
NS	2.75m2 of unobstructed playroom space	5.46m2	On-site space or access to a play area within a reasonable distance.
NB	3.25m2 exclusive of offices, hallways, washrooms, lockers, kitchen facilities, shower rooms and isolation rooms	4.5m2 to safely accommodate 50% of the children at one time.	Adjacent to or within walking distance of the centre.
QC	4m2 for children under 18 months; 2.75m2 for older children	4m2 for at least on third of the children on the permit.	Contiguous to the centre or located less than 500m from facility with guaranteed access; or an outdoor children's play space in a public park, enclosed by a fence.
ON	2.8m2of unobstructed floor space; for handicapped children 5m2	5.6m2 unless otherwise approved by a Director	Must be adjacent to the premises unless otherwise approved by a Director.
MB	3.3m2 excluding hallways, washrooms, food preparation areas, storage space or other space not used for play; for infant space licensed after June 2002, equipment or furniture used for napping, feeding, toileting is also excluded.	7m2	Within 350m of the centre; in school- age centres the space must be within 700m. Where not adjacent to the day care centre, the licensee must provide safe access.
SK	3.7m2 excluding offices, hallways, washrooms, kitchens, closets, lockers, furnace or boiler rooms and large or fixed equipment. An additional 2.3m2 separate sleeping area for each infant.	7m2	At least half of outdoor space must be adjacent to centre. Remainder must be within walking distance, unless otherwise provided for in the license.
AB	3m2 of net floor space, appropriate for children when playing, resting, sleeping and eating. Includes unencumbered hallway space, but not stairwells, kitchens, offices, staff rooms, storage rooms or half the washroom space.	2m2 per child under 19 months and 4.5m2 per child 19 months or older, for least 50% of the licensed capacity.	Adjacent to or within walking distance of the centre.
BC	3.7m2 in a centre for children under 36 months, from 30 months to school age and in preschool, excluding hallways, built-in storage areas and bathrooms. 4m2 in special needs day care. 3m2 in out-of-school care. 5m2 per person in the sleeping area in overnight care.	7m2	No specifications
NT	2.75m2 excluding storage space or fixed equipment. Space must be available for activities at all times of the operating hours if it is to be used in the calculation of available space.	5m2	Adjacent to or within walking distance of the centre.
NU	2.75m2 excluding storage space or fixed equipment. Space must be available for activities at all times of the operating hours if it is to be used in the calculation of available space.	5m2	Adjacent to or within walking distance of the centre.
YT	4m2 for activity, eating and sleeping, excluding hallways, cloakrooms, washrooms, sick room, furnace room, staff room, office, cooking area and private areas, and fixed furniture	5m2 for each child using the outdoor space.	Adjacent to or within walking distance of the centre.

Source: Friendly, Martha & Jane Beach (2006) Quality by Design

It is virtually impossible to offer a quality program using these minimums where the children spend many hours, often playing, eating and sleeping in the same space. Most experts agree that you should allow at least 50 sq. feet per child of useable classroom space, then when you've added space for other activity areas (gross motor area, administration; staff room; adult toilets; kitchen, etc.) you should try to get an overall space allocation of at least 100 sq. ft per child. In addition to classroom space, you will need room for offices, indoor gross motor activities, kitchen, laundry, storage, staff room, adult washrooms, a sick room and resource space for other program activities, for parents and/or staff. Good programs also allow for overflow areas to provide groups of children - sometimes in mixed age groups - to engage in activities outside the classroom. This will take both planning and creative budgeting and/or fundraising. You will also have to make space for the mechanical systems, the janitor's closet and allow extra space for walls, stairs and hallways. Typically, a high quality, functional centre will have at least 100 square feet per child - even more for infants and toddlers to accommodate cribs, high chairs, and other equipment.

Distinguish between gross square feet and useable square feet (cubbies, changing areas, storage units, sinks, etc. will be deducted from overall square footage).

There will also be minimum licensing requirements for playground areas, but again, keep in mind that this space will be minimum and probably not allow for all the activities you would like to offer in a quality program.

Information Gathering

Before moving forward to discuss what the space will look like, undertake an information-gathering exercise:

• look at your current situation with a critical eye; challenge the committee to "think big" - don't reproduce what you already have;
• interview your users: children, parents, supervisors, staff, etc. ;
• visit other centres, etc. Interview staff in other centres;

Identify Features you will need in the space

If you are able to answer the rather extensive list of questions posed below, you will be in an excellent position to proceed with the schematic design process with your architect.

Have a preliminary discussion about how you want to arrange the space in your facility. You will revisit the details of the design in the next stage, but it's useful to keep the following considerations in mind when you're doing your initial space planning. The following is a list of key things to consider when you are planning your space - in addition to the regulatory requirements, of course:

Relationships between Spaces

Communicate your preferences about the relationship between spaces in your centre to your architect. For example:

• Will your classrooms be organized in "pods" to allow for child and staff interaction and mingling?
• Will the director's office be near a classroom or in a separate part of the building?
• Where will you place a parent/staff meeting room
• Where will the adult washrooms be located?
• Will the staff room be close to or distant from classrooms? etc.

The set up of spaces in a centre and how they are situated in relation to each other helps children to orient themselves in the world and develop a sense of where they are relative to other places. Try to provide a visual connection with other interior spaces, such as interior classrooms or even hallways. Connections can be achieved by placing windows between rooms at both child and adult height (or doors with windows). Windows from the hallways can allow children to see in before entering and this can help to ease the transition between home and child care. Think about whether you want to include a one-way window so staff, parents, other professionals, students can observe the children without being seen. Below, we have suggested other ideas for sharing spaces (changing areas, storage areas, children's washrooms, food preparation areas) to provide a visual connection and improve efficiency.

Connecting the Indoors and Outdoors

Transitioning to the outside - especially in severe climates - can be a challenge for staff. Try to provide direct access to playgrounds to ease the process and maximize the time children have for outdoor play. Covered outdoor spaces can help with this transition and extend the classroom's usable space in inclement weather. Covered areas can be used for program activities on a rainy day.

Entry and Reception

• Think about how parents, children, staff and visitors will enter the building
• How will you ensure that visitors feel welcomed?
• Will it be one open door? Or will you install a security system?
• Think about the space needed for coats, boots, storage of strollers, wheelchairs, etc.
• Will you position a staff or the director near the door?
• Will there be an automated security system?
• If you are a large program, or part of a multi-service agency, or a school, will there be a receptionist or a sign to an office?
• How will families and visitors know where to go?
• Will you have a seating/waiting area?
• How will deliveries and maintenance be handled - separate or same entrance?

Exterior Entrance

The exterior entrance can signal the prospect of an exciting day with your friends or the fear of separation from a parent. So it's important to convey a strong welcoming feeling in addition to providing the practicalities. The front yard or garden should be inviting. Make sure the entryway is easily identified with a clear path that can accommodate strollers and wheelchairs and is safely away from the parking area. Consider installing items of interest on the way into the centre such as plants, herbs, lights, seats or benches.

Try to include a covered entryway so that parents don't have to struggle with collapsing their strollers/wheelchairs in the rain or snow. A covered porch with strong doormats can also reduce tracking dirt inside and can be welcoming element. You might not be able to afford a new covered porch in a leased building, but ask the landlord, perhaps, to provide an awning.

Interior Entry and Reception

Many child care centres do not have reception areas because of the need to utilize every square inch of space for children's activities. If you have an admin assistant, consider including reception in his/her duties and place a work-station area at the entryway that can be a welcoming spot for families and visitors. If there is space, it would also be good to provide a comfortable sitting area which serves both visitors waiting for an appointment and a spot for parents and children to say their goodbyes. Make it visually interesting for children! Include lots of children's artwork, an indoor garden or aquarium, books and toys. Discuss with your architect the possibility of creating a visual connection to other spaces in the centre. If this is not possible, make sure there are very good signs to let visitors know how to get to their destination - whether they are a parent with child, a public health nurse, or a mechanical technician.

Reception

Often the director's office is located near the entryway, but this can be very distracting for a director and does not necessarily make good use of his/her time if she is constantly letting people in and out, signing for deliveries, etc. On the other hand, it does keep the director in touch with the parents and children as they come and go. A dedicated receptionist/admin assistant can substitute for this while creating a friendly, welcoming mood. Design the space so that it's child-friendly. Provide both adult-height counters (42") as well as child height (18"). The walls and desk can be used as a child-size art gallery to display children's artwork at their eye level.

Security

Will your centre be monitored by a receptionist? Will it include other devices? For example:

• telephone/intercom connected to reception
• touchpad that provides families with an access code
• card reader system that can be swiped by parents and staff

Make sure that whatever system you have does not inhibit easy exit in the case of an emergency.

Think about the number and position of the classrooms

Many child care centres do not have reception areas because of the need to utilize every square inch of space for children's activities. If you have an admin assistant, consider including reception in his/her duties and place a work-station area at the entryway that can be a welcoming spot for families and visitors. If there is space, it would also be good to provide a comfortable sitting area which serves both visitors waiting for an appointment and a spot for parents and children to say their goodbyes. Make it visually interesting for children! Include lots of children's artwork, an indoor garden or aquarium, books and toys. Discuss with your architect the possibility of creating a visual connection to other spaces in the centre. If this is not possible, make sure there are very good signs to let visitors know how to get to their destination - whether they are a parent with child, a public health nurse, or a mechanical technician.

Try to sketch what the classroom will look like on paper. How will you organize the spaces in the classroom? If the room is square, for example, it's much easier to create a flow with activity areas around the edges while still leaving areas for circulation. If the space is long and narrow, it's much harder to organize.

• Will it be sub-divided into learning areas and other cozy places?
• What kind of balance will you have between structured and flexible space?
• Should cubbies be built-in or freestanding?
• Will they be inside or outside the classroom; near the entrance or near the access to the outdoors?
• Will there be distinct floor areas: (carpet and tile) or will you rely on moveable area rugs?
• How will storage be organized? Child care centres never have enough storage space! You will need to plan for both long and short-term storage. Many child care centres do not have reception areas because of the need to utilize every square inch of space for children's activities. If you have an admin assistant, consider including reception in his/her duties and place a work-station area at the entryway that can be a welcoming spot for families and visitors. If there is space, it would also be good to provide a comfortable sitting area which serves both visitors waiting for an appointment and a spot for parents and children to say their goodbyes. Make it visually interesting for children! Include lots of children's artwork, an indoor garden or aquarium, books and toys. Discuss with your architect the possibility of creating a visual connection to other spaces in the centre. If this is not possible, make sure there are very good signs to let visitors know how to get to their destination - whether they are a parent with child, a public health nurse, or a mechanical technician.
  

  Longer-term:

  Will you have a separate room and/or cabinets - built-in or moveable? You will need space for classroom supplies and materials, toys not in use; seasonal items; cots; maintenance and cleaning supplies.

  Short-term:

  Where will you store materials so that teachers have easy access and they don't take up valuable floor space. Can cabinets be hung on walls so they don't interfere with children's play areas?

  Cot storage:

  takes up a lot of space; buy stackable cots on rolling dollies that fit under a loft; hang vertically on heavy-duty brackets located in an alcove or storage closet. Where will you store bedding?

• How many windows will be installed? What Size? What height? Will some of them be bay/bow windows? Will you install window seats? Windows are the main source of natural light and the major way for children to see beyond walls where they spend most of their time. Position things for children to look at outside such as a bird feeder or a special garden.
• What will the ceiling height be?
• In the design phase, you will think more about wall texture, colours, sound, materials and use of lighting, but if these issues have an impact on your overall space considerations, address them now. List the built-in features you want to see in the classrooms, e.g. cubbies, closets, cabinets, counters, etc.
• Where will you place the sink area used for messy activities?
• Make sure teachers can always see the children.
• How will the entry to the classroom be organized? Will there by a transition space into the classroom between the hallway and the classroom to provide a place for children to separate from parents; an area to change from outdoor to indoor clothes; a place for cubbies to store children's personal effects such as coats, boots, change of clothes, lunch, toys; a place for parent notices; sign-in; feedback about the child's day. Provide an alcove if possible distinct from classroom activity area - like a mudroom - and have a place to sit down. Will it be separated from the rest of the classroom area while maintaining a visual and acoustic connection?
• Where will you position the teacher work-station? Hopefully, you will have space to provide a dedicated area for teachers to prepare activities, write notes to parents, keep records and provide personal, secure storage. Make sure it is located so the teacher can still observe classroom. A 30" high counter, 48" long with a lockable cabinet would be appropriate with wiring for the classroom telephone or intercom system.
• Licensing requirements will specify the quantity of toilets required, but where will the children's washrooms be located? How many? What size?

  Fixture Height: mounted so children can easily and safely reach them with minimal assistance

  Age	Toilet Height	Basin Height
  Toddler	12"	18"
  Preschool	12"	22"
  Kindergarten	15"	30"

• Will they be accessible easily from the outside so that teachers/caregivers can remain in classroom with other children while monitoring toilet activities? It's important to increases a child's feelings of independence by using the toilets on their own. Incorporate washroom right into the playground where possible. In any event, minimize the distance between the playground and a washroom.
• Will you share the washrooms between two classrooms? Washrooms are expensive items so this can be a cost-effective strategy. Provide sightlines to washrooms through a combination of low gates, partitions and/or half doors.
• How will children with special physical needs be accommodated in these washrooms?
• Hot water is always in constant demand. Does your plan include an adequately-sized hot water heater? (e.g. 100 gallon tank for 100 children)
• Is a floor drain included? Drains are always handy in case of overflows and very expensive to install after construction.
• How will you design the changing areas? You will need a changing table 42"- 45" long x 36"- 40" high x 24" wide. Also, there should be a sink, cabinets for diaper and supply storage, covered garbage and diaper bins. Diapers should be reachable without taking both hands off the child. You can obtain changing counters with built-in steps so older children can climb up rather than teachers lifting them. Install good ventilation.
  
• How will you configure the changing area? Up against the wall? - the drawback is that the teacher/caregiver has her/his back to the rest of the children; a mirror could be installed to deal with this problem. Or will you locate it on an island that juts into the classroom perpendicular to a perimeter classroom wall?
• How will you organize storage in the changing area? Two open cubbies per child are recommended - one for diapers and one for wipes and ointment - about 6"x12"x12" deep. These diaper cubbies should be located within easy reach of a caregiver - either above counter or on wall beside. Make sure to provide a minimum of 30" of clearance above the counter to prevent a child from bumping his/her head.
• Get advice from your architect on floor and wall materials so that you can get an accurate cost estimate. For example, children's washrooms get very heavy use, so it probably makes sense to spend more on durable washroom finishes.
  
• Will you install lofts and/or platforms? Elevated spaces separate one place from another and high lofts often incorporate play space or storage below. Lofts make classrooms feel larger. They can also be used if you're renovating an existing building and there are no windows at child-height, so that children can see out of windows.
  
• Where will you install the art area? You will want to provide an area for messy artwork. Here, waterproof flooring and wall surfaces will be needed for durability and easy clean up. It's a good idea to place both child and adult sinks in this area to help clean up; away from carpets, entries and exits. Consider which features you will need. For example, trough sinks allow more children to use them at the same time; automatic water turn-on can eliminate clean-up activities from paint on sink knobs; child-height paper towel and soap dispenser; sometimes you can position sinks outside the washroom door so that you can cut down on extra sinks - if allowed.
  
• Where will you position the sleep areas? Children sleep/nap on cots that are taken out and put away daily. Make sure you can position them without moving too much furniture and roll them away easily to store. In infant rooms, it's common to identify the area of the room for the "sleep area" where cribs are set up. Make sure that teachers can maintain visual sight lines by separating them with a half-wall, or a window. Arrange for separate lighting in these areas. Always check your provincial/territorial regulations

Staff Room

Provide a place for teachers and other staff to relax. It should be well separated from classrooms and other occupied areas, far from distractions and interruptions. Furnish it with a fridge, microwave, sink, table, telephone and comfortable seating area.

Staff Work/Resource Room

Provide a space for working. Furnish it with computers, internet, work counters to lay out work materials, telephones, cubbies for staff mail and messages, shelves for books and resource materials, photocopier, laminator, office supplies. Ensure that it can accommodate small meetings for staff teams to plan and talk together. If possible, provide each staff member with a small work station with individual networked computer and space to keep books, resources, files and supplies.

Offices

Decide which staff require office space and whether some staff can share an office, e.g. the assistant director, program director/education coordinator, admin assistant, bookkeeper, visiting social worker and other therapists, etc. It's important to determine how many offices you need at an early stage. It's difficult to accommodate them after construction begins.

Director's office

Will you locate the director's office near the reception area or separate it from the daily buzz of activities? Will it be large enough to accommodate small meetings with teachers, parents, or other visitors?

Adult washrooms

Decide whether to install one or multiple washrooms. If you have a large centre, it is useful to place them at opposite ends of the building; then they are near all classrooms and other areas used by adults. One of the toilet rooms should be located near the reception area for parents and visitors. Comply with disability regulations - clear floor space for wheelchair turning at toilet and basin, grab bars, mounting heights for plumbing fixtures and dispensers.

Other Meeting Rooms

Think about number and types of meeting rooms needed. How many people? Some gatherings can take place in the multi-purpose space or the director's office. Ideally, there should be at least one dedicated space in the centre for a few people to hold a confidential or small meeting. Will you have a separate room(s) for visiting therapists, parent conferences, small group meetings. Also will you establish a parent resource room or incorporate parent resources into another meeting room or at the reception area?

Kitchen

You will first have to decide:

• Will meals be prepared on/off site?
• Will kitchen be for cooking and/or serving?
• Will it be a place to heat up and receive hot food?
• Will children bring their own meals from home?
• Will it be a space to do cooking projects with the children?

Identify how many meals and snacks will be handled (cooked on-site, brought from home, catered). Familiarize yourselves with the regulations regarding kitchens. Confirm these requirements with officials from the local health, building and fire inspectors as well as the licensing officer. Then you will have a better idea of the size and scope of the kitchen.

Food Preparation Area

Even if children bring their own food or food is prepared in a full kitchen, have a dedicated area for food preparation. This area could be shared with another classroom. Locate the food preparation area so teachers can face the classroom. Provide a counter 34" high x 48" long with an adult-height sink, lockable fridge below the counter and cabinetry above. Provide a space for warming bottles and make sure the fridge is large enough to accommodate formula, breast milk and baby foods brought from home.

Sick Room

Always check your provincial/territorial regulations that specify how children who become ill at the centre should be treated. Some centres have a separate room with a bed/cot for a sick child while waiting to be picked up. Other programs with less space may have an alcove in the director's office.

Indoor gross motor/multi-purpose space

Such a space is necessary in climates where children may not be able to spend so much time outdoors. Gross motor space can be used for school-age children, summer camp launching facility or program. It needs lots of storage nearby so that equipment for different age groups can be readily accessed. It can also be used as a large meeting room or gathering space.

Will the space have multi-purpose, e.g. used for meeting space in the evenings/weekends and used for school-age programs in out-of-school hours or school holidays?

Storage

You can never have enough storage. Think about storage for:

• in-classroom for easy access
• large bulk storage for supplies in large quantities
• cots
• seasonal items
• kitchen supplies
• office supplies
• storage for car seats, strollers
• cleaning supplies and other hazardous materials
• gross motor equipment
• outdoor storage;

Hallways

Circulation can take up to 20-30% of total building area. Hallways are not usually used for activities so, in a new building, they will be kept to a minimal size and finished with durable but inexpensive materials, saving space and money for other areas. Use hallways in conjunction with other activities. Areas called "commons", "living rooms", "play galleries", "piazzas", "gross-motor spaces" can extend the available space for children and can be used for special projects. Hallways can be used to display children's art-work at child-height and may display bold, bright, cheery colours. Think about installing niches between the studs to display children's art and projects attractively.

Laundry

Of course, laundry is very convenient to have on site. Where will the machines be located? Should laundry facilities be visible to children or separate? Laundry can be just washer/dryer appliances and can be installed in a small closet with doors or in a room with a laundry sink, counters for folding and storage cabinets/shelving. Use commercial grade appliances because of heavy-duty use. Could be combined with janitor's closet to save space, but should be located, ideally, near infant/toddler rooms where laundry demand is greatest. Should have acoustic insulation and not be located near crib areas. It might also be nice for children to see and understand what happens to dirty clothes, so you could consider putting your laundry into a visible alcove in a hallway so children can look and watch.

Janitorial closet

Where will it be located to ensure easy but secure access? It should always be kept locked and out of reach of children. It may also be combined with laundry room.

Electrical

Locate the electrical room away from children's activities. Basements can house electrical rooms in Canada. It will house the main electrical panel, the computer and telephone equipment; it requires 60-100 sq. feet of space.

Mechanical room

100-200 sq. ft. and houses the boiler, HVAC units and HWT(s). If there is a sprinkler system, the pump is often located here also. It may have to be accessed separately from children's activity areas. It's a good room to be tucked away in a basement or out of the way.

Outdoor Space

Make your playground the first consideration. Too often, valuable space is devoted to parking and vehicular traffic. Minimize the amount of space used for parking vehicles, while ensuring there is enough space for drop-off and pick-up of children, provide access to service vehicles for deliveries, garbage removal, emergency vehicle access, vans/buses for trips and staff cars. This can be quite a challenge in a tight space.

Your architect/landscape engineer will design the layout and sizing of spaces for vehicle parking and traffic, but insist that maximum area be retained for children's outdoor activities. Think about accessible parking spaces. Some centres have a dedicated service entrance, so that parents and children can enter/exit the building without worrying about bumping into service vehicles and their contents and equipment. It could be organized to be near the kitchen or service area. Garbage collection must also be planned and if dumpsters are ugly plan to screen them in.

Playgrounds

Most especially, think about the relationship between outside and how it will work in conjunction with inside program activities

Outdoor activities and spaces are an essential component of high quality child care programs. They need careful planning. After you have determined the square footage available:

• Think about the ratio between hard and soft surfaces
• Built-in features
• Covered areas
• Access to water
• Easy access to washrooms (washrooms built into outside walls for example)
• Storage of equipment
• Specific activity areas: garden; pond; bird feeders; nature trail
• Storage: space for strollers; place for coats for visitors, umbrellas, etc.
• Ensure that this space is equally appropriate for children with special needs.
• Any specialized equipment
• Other needs.

Functional Program Document

After you have explored all these possibilities, the Architect will prepare a full report - the Functional Program Document (link to How to do a Functional Program Document) - describing the physical space requirements, including:

• The type of program
• The number of children
• The amount of square footage needed - inside and outside, parking, etc.

The total square footage required will be increased by 20-30% to account for space taken up by hallways and walls. Once the architect knows the building space requirements s/he will determine the overall site square footage requirements, taking into consideration the amount of space you need for playground, parking, and other outdoor activities. The functional program can also be used as a tool along with the business plan for fundraising. Most importantly, it guides the decisions during the course of the development.

Now you will be in a good position to go through the design charrette exercise with your architect!

Notes on Types of Construction

Purpose-built - concrete, brick or wood frame construction - either in a multi-use building or stand-alone building offer considerable flexibility. Concrete or brick is usually the most expensive. Purpose-built facilities are generally built by government and require a significant capital investment. The other uses in a multi-use building may affect your program, depending if it is residential, commercial/office space, a school or other community space. You will want to ensure the other uses are compatible with the operation of a children's program. If you are locating in a commercial space and the child care program will not be on the ground floor, be sure that there will still be direct access to an adequate amount of outdoor play space.

If you are in a multi-use building, there may be less flexibility about the footprint of your space, and you may have to work around already established locations of core functions, such as elevators, heating, mechanical, and parking. The architect for the overall building will likely be the architect for the child care centre. It is important to communicate your needs as clearly as possible, in architectural language.

In a large project of this size, it will be essential to have a knowledgeable, hands-on project manager to be involved in every step of the project.

A stand-alone purpose-built centre offers more flexibility in the footprint, the orientation of the building on the site and input into the design. You will not have to conform to the overall design approach of a multi-purpose building, but it does mean that the planning committee will need to inform itself about the impact of different design approaches on how children and adults will function in the space and articulate their needs clearly to the architect.

If you are not the owner of the space, you need to determine whether you will have a long-term lease arrangement with the landlord? What are the terms? Depending on the lease arrangement, you will need to determine at the outset what ongoing occupancy costs you will be responsible for, as well as who will be responsible for necessary repairs and maintenance.

A modular child care building may be a suitable option in a number of situations, as long as the elements are planned with the same care and attention as purpose-built facilities, and the quality of millwork, finishings and fixtures are stipulated. A modular centre should go through the same design processes with an architect and conform to the same design guidelines as other purpose-built spaces.

Modular buildings usually cost less than concrete construction and can be completed in a shorter time. A prefabricated modular building is constructed in a factory and so the site preparation can be done while construction is underway. As a result there is usually less noise and disruption to the surrounding community. A modular building can offer a residential feel and homey environment and can be well suited to a residential community. Modular buildings are usually easier to add on to than more traditional buildings, affording the flexibility to adjust to changing community needs.

Modular child care facilities are usually better suited to small to medium-size programs of up to 50 children, though larger development is possible. A modular building, built to quality standards on a concrete pad, and maintained over time should have a life span of at least 30 years.

How to do a Functional Program Document

Introduction and Background

Include:

• Value statements, goals and objectives of the project
• Purpose of the functional program
• Roles and responsibilities of various parties
• Development context

The introduction is one or two paragraphs that set out your guideposts, why the project was initiated, where it is located, the range of programs that will be offered and the overall square footage of the project and any future impacts on the facility. The overall goal of the project is a statement of what the building is intended to do and how. For example: "the goal of the child development hub is to meet the needs of families and children who work or live in a certain area by providing a comprehensive range of quality child care and child development services."

The objectives are directional statements that are critical to the success of the project. For example:

• To create a licensed child care facility for twelve infants, twelve toddlers and twenty five three to five year olds for day and evening programs that are child centred;
• To design a cost effective facility that reflects the project budget but remains a building of high quality with minimum operational requirements and maintenance, etc.

The purpose of the functional program contains statements that set out why the document has been developed, such as to provide the development team with an understanding of the project and activities, or as a reference manual to monitor and manage the development of design, resolve issues etc.

The roles and responsibilities section describes who the key players are in the project and what their overall responsibilities may be. This section may include roles of the developer, building committee, architect, prime contractor, project manager, as well as describing the community processes, etc. It is a collaboration with the community, program staff, board members, families and technical supports. Technical supports include licensing staff, the architect, local planners, and others who have an interest in the facility and/or it services. All of these stakeholders will participate with your building committee at various stages of the development. The project manager or architect will help facilitate the development of the program and provide you with an approximate estimate of the cost. To complete the building program try to hire a project manager or have an initial contract with an architect to assist your team.

The development context describes the location of the development, its size, adjacencies, the site, timeline, phases, traffic routes, future developments. You may also include a diagram of the areas and adjacencies to the proposed site.

Building Guidelines

Describes site organization principles. Include:

• Site organization principles, such as a description of the facility in relation to the size of the site, the slope and grade differences, vehicular access to the site, parking, and pedestrian access.
• Urban design considerations where relevant, such as setbacks, landscape buffers, orientation in relation to sunlight and traffic noise, etc.

Building Requirements/Specifications

Describes the various building components that comprise the facility. Include:

• Security systems
• Structural
• Acoustics
• Garbage disposal
• Janitorial
• Millwork
• Materials and finishes
• Mechanical
• Electrical
• Plumbing
• Lighting
• Ceilings
• Landscaping
• Storage
• Accessibility

Building Functions

Describes the functions and relationships between each program and its component. Include:

• Descriptions of each area (e.g. nap room)
• The activities that will occur in each area (e.g. children rest or sleep for 2 hours per day; in non-sleep hours, the room is used for gross motor activities.
• The regulatory requirements (e.g. dimensions)
• Design considerations (e.g. storage of mats, large equipment)
• Orientation (e.g. away from noise areas such as the outdoors)
• Diagrams to show relationship between programs such as an infant/toddler area and the other areas.
• Diagrams outlining the relationship between spaces within an age group. For example: "the cubby area in the infant and toddler area may be shared and require 160 sq ft with 30 individual cubbies. Cubbies should include three sections one for boots/shoes, one for coats and one on top for diapers and extra clothing. Each cubby should contain three hooks in the coat section."
• Charts setting out any guidelines or regulatory requirements

What is most important to remember when creating this document is that it provides a descriptive analysis of what your new facility will look like in as much detail as possible. Anyone who wants to know what this facility will look like, how the space will work in relation to the program philosophy, its functions and its finishes will be able to get a sense from reading the facilities program.

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Our Vision

Building Blocks for Child Care (B2C2) exists to promote the expansion of high quality, accessible non-profit child care; actively promote the growth, stability and potential of community-based early learning and child care and to unite, represent and serve the community of non-profit early learning and child care programs across Canada.

Annual Report

Our 2006 Annual Report is now available for download.

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