ECE activity room

PF7 Design and layout

Criteria

The design and layout of any ECE activity room supports the provision of a range of different types of learning experiences that are appropriate to the number, ages, abilities, and specific mobility or treatment needs of the children likely to use it.

Rationale/intent

To ensure that children have access to an environment that is 'fit for purpose' – that is, can support a range of activities.

Guidance

The ECE activity room needs to be designed and laid out so the physical environment supports the way the curriculum can be provided. Activity spaces need to be configured to allow for a range of learning experiences, as well as meeting the minimum space per child requirement.

The primary purpose of an activity room is to facilitate group activity and the provision of play experiences that cannot be easily taken to the child at their bedside.

PF8 Premises support effective supervision

Criteria

The design and layout of any ECE activity room supports effective adult supervision.

Rationale/intent

To ensure that the activity room is 'fit for purpose' – that is, the children's use of it is not unduly restricted by design limitations that make adequate supervision difficult.

Guidance

Supervision is an important element in ensuring children are safe while attending the activity room. Activity rooms that are irregularly shaped (perhaps because they are ‘reclaimed’ spaces within a hospital, rather than purpose built) can make supervision difficult.

The arrangement of furniture and equipment in the activity room needs to be designed and laid out so effective supervision is easy.

Adults should be able to scan the environment while working alongside children.

PF9 Infant toddler safe space

Criteria

There are safe and comfortable spaces in any ECE activity room for infants, toddlers, or children not walking to lie, roll, creep, crawl, pull themselves up, learn to walk, and to be protected from more mobile children.

Rationale/intent

To uphold the safety of infants and toddlers as well as a minimum level of quality education by ensuring that mixed-age environments are designed to consider their unique needs.

Guidance

This criterion does not require that infants and toddlers are kept separated from older children.

When children of varying levels of ability and mobility are together in the same activity space, it is very important the environment is designed with infants and toddlers in mind so they can safely play and explore. This does not mean that infants and toddlers cannot move throughout the ECE activity room, learning alongside older children.

An infant/toddler space:

• allows young children the freedom to explore and play in an environment designed especially for them
• lessens the likelihood of a prone or crawling infant, or a toddler just beginning to find their feet, being accidentally injured by an older child who is fully engaged in their own play and is not aware of their presence
• provides older children with the opportunity to concentrate and work on a project for a sustained period of time without fear of it being demolished by a young 'helper'
• means older children can enter the space freely to play and interact with their younger friends or siblings, but do so consciously.

PF10 Flooring

Criteria

Floor surfaces in any ECE activity room are durable, safe and suitable for the activities to be carried out at the service (including wet and messy play), and can easily be kept clean.

Rationale/intent

To uphold a minimum level of quality education as well as safety for children.

Guidance

Floor surfaces should be easy to clean and suitable for the activities being undertaken. Well maintained wooden, particle, cork, polished concrete, tiles or vinyl floors are most suitable in an area used for messy play, while carpet is better in a book or block area. Consider how much time children spend on the floor when choosing a floor type.

It is a good rule of thumb to have about two-thirds hard surface (or similar) and one-third carpet in the ECE activity room. This is because a lot of messy play materials – such as paint, clay and water – are transported to other areas.

It is good for infants to have the opportunity to experience a range of textures. A range of mixed flooring types may be one way to provide this.

PF11 Telephone

Criteria

A telephone or other means of communication is available in the ECE activity room to enable adults providing education and care to call for assistance when necessary.

Rationale/intent

To ensure service staff can call for assistance from medical staff as required.

Guidance

Hospital play specialists need to have some means of calling for help in an emergency when they are in the ECE activity room. A phone is one way, but a call bell or intercom system (perhaps linked to the nurse’s station) may be another option.

PF12 Handwashing facilities

Criteria

There are facilities (or appropriate arrangements in place) for hygienic handwashing and drying in any ECE activity room.

Rationale/intent

To ensure that minimum handwashing facilities are provided for children and adults, and to encourage handwashing by children.

Guidance

Any handwashing facilities in the ECE activity room need to meet the particular requirements of the children using them.

For example, a handwashing basin may not be appropriate in a room that is going to be used by children who are nil by mouth (unless it is fitted with some way of ensuring children do not have independent access to the water). In this instance, the play specialist would need to be able to provide moistened individual flannels for children, and supervise handwashing to ensure the child does not try to suck them.

Things to consider

• If the height of hand basins is between 550 and 600mm from the floor for older children, and 450 to 500mm from the floor for young children, they are likely to be easily reached. Consider the age range of children who will attend.
• Use taps that turn themselves off, with a very easy lever for children to operate. Taps of this type prevent water from being left on.
• When using taps that ‘turn’, it is a good idea to ask the plumber to limit the amount of ‘turn’ to 180 degrees. This will ensure that children don’t keep turning a tap the wrong way in an effort to turn it off – eventually giving up.

Providing liquid soap is recommended because it reduces the spread of infection. It should be easily accessible for each child using handwashing facilities.