EARLY INTERVENTION PRESCHOOL

PROGRAMMING/PROCESS WORK

FALL 2020
Research 
Paron-Wildes, A. J. (2013). I​ nterior design for autism from birth to early childhood​. ProQuest 
Ebook Central h
​ ttps://ebookcentral.proquest.com

Recommendations:
● Labeled storage for toys
● Permanent objects are the “same” (chairs have same size/color)
● Some fixed features to prevent movement
● Need “sameness”
● Each area has a certain activity
● Sensitivity to smells/sound/light
● Limit visual stimulation
● Quiet space for escape
● Maximum interaction for adult/child
● Mirror somewhere to practice imitation
● Small-scale for children

● Soft corners, padded floors, no sharp points

● Durable, resilient materials in case of abuse/anger
● Curved hallways or pathways to minimize unknown with transitions
● Earth tones
● Low contrast finishes
● Simple textures/sensory design
● Minimalism
● Stimulation in small doses
○ Colorful exterior/entrances then neutral insides
● Keep toys and learning objects stored away where they cannot be seen, in cabinets, for
example

● Use locks only when necessary

● Secure perimeter
● Cameras in all areas
● Keeping hazardous things out of reach or hidden

 
Checklist for Schools
Flooring
Be careful with pattern and repeat
Low VOC
Wet areas - linoleum
Wayfinding by pattern
Cleanability

Window Treatments
No Pattern or random pattern
Accessibility for child
Placement
Glare reduction
Low VOC
No strings or brackets accessible to child
One way glass?

Bathrooms
Practice
Cleanability
Tile or scrubbable surface around wainscotting around toilet
Accessible
Safety concerns: locks on storage and toilets, access to water
Noise - no dryers
No Power flush toilets
Light switches - occupancy sensors

Walls
Light switches not accessible to children
One way windows
Minimal patterns/​removable visual aids
Window placement compete for attention?
Durability
Low VOC

Lighting
Natural light preferred - or warm light achieved with a gel
Fluorescent electronic ballast placed high inside plenum
Glare control
Variety of light settings

Safety
Controlled access to outdoors
Fenced in playground or monitoring

 
Cameras to observe when needed
Restricted access to electronics

Therapy Area
Table for one on one
Play area child-sized
Therapy equipment locked or put up high
Area for visual schedules
Muted colors and low stimulation
Access to OT gym or sensory equipment
Swing area indoors and outdoors
Jumping area

Eating Area
Controlled areas for food allergies
Separate eating area for children with sensory eating issues
Availability to prepare gluten-free or casein-free with no contamination

Other Items
Small-scale furniture and toy areas
In work areas, color muted and low stimulation
Sensory or escalation room
Rooms grouped together in pods for each grade level
Dress up toys accessible

 
Emily Cross - Interview 
Cross, E. K. (n.d.). ​Autism and the Early Childhood Environment.​ Lecture. Retrieved
October 7, 2020.
● Mixture of typically-developing and ASD children (our project)
● Temperature-regulating HVAC system - quiet
● “Fidgety,” Safety concerns with extreme emotions
● Behavior always happens for a reason

Senses
● Under or over-react to sensory stimuli
○ Interpret things as too loud (furnace, chair scraping)
○ Difficulty tuning into voices over background noises (need to design with sound
absorption)
○ Difficulty with patterns - can become too focused
○ Tactility - some like heavy textures some don’t
○ Observation could allow certain stimuli to be introduced if it is understood it will
not be bothersome
○ Sensory Room​ (internal regulation) - like running into walls, rolling machine,
tent/calm fort, dimmable lights, SOUNDPROOF?
○ De-escalation Room ​(in response to something) - safety, soft, rounded things

Look like:
● Difficulty speaking
● Difficulty interrupting desired activities
● Difficulty with mobility (“choosing” not to walk)
● Needs routine
○ Likes schedule/visual schedule
● Visual boundary (carpet squares, name space, etc.)

 
Preschool

 
 ● Music can be played during nap time (if it's part of the routine)

●
● 20 kids - 2 teachers - state requirement? 1:10
● Classroom bathrooms
● Adult bathrooms
● Different types of chairs
● Visual or physical boundaries
● Natural light
● Furniture versatility
● *Sink!!
● Soft area

● Visibility of children
● Doors unlock when fire alarms triggered
● Monthly fire drills/tornado drills
● Cubbies outside classroom

● Sensory integration disorder (SID)

○ Have trouble processing more than one sensory cue at a time

 
Neighborhood 
Oxford Circle, Philadelphia, PA 
7226 Castor Ave, Philadelphia, PA 19149 
 
Google Maps 2020

 
Approximately 2.32 sq mi neighborhood

 
  
 
Oxford Circle (Sept 1, 2018 - Jan 1, 2019): ​(http://data.philly.com/?)
● Diverse population
○ Black - 16,446
○ White - 16,329
○ Hispanic - 11,815
○ Asian - 9,549
○ Among Native, multi-racial, and other
● 20 homicides 2010 - 2017
● 9 imminently dangerous or unsafe buildings on Castor 2010 - 2017
● 997 crime incidents in the area
○ 80 incidents occurred along Castor Ave
○ Crime often occurs at 9 am, 12 pm, 4pm, 5pm, 6pm, and 8pm

 
 ○

 
 ● Income/Housing
○ 22.46% poverty rate
○ 42.25% rent
○ 25.36% no high school degree
○ $38,346 Median income
● Nearby: ​(google maps 2020)
○ Burlington, TJMaxx, Walgreens, GED Center, MossRehab, Gas station,
restaurant (olympia house seafood), Target, Roosevelt Mall, residential and
commercial properties
○ Northeast High School
○ Cottman Ave - Pennsylvania Route 73 ~367 ft away
■ 21000 Annual Average Daily Traffic​ (AADT is the typical daily traffic on a
road segment for all the days in a week, over a one-year period)
According to Pennsylvania DOT 2018

 
Northeast Growth and Development Center 
(NEGD) 
Neccbh.org 

● Founded 1958 developed out of community need for mental health services
○ Child services added 1965
● Started with 3 employees “in a rented facility, with borrowed funds”
● Rough beginning expansion, but now have many services and are an important part of
the community
● (Northeast Growth and Development Center [NEGD] runs early intervention center which
has existed over 30 years)
● Serves over 2000 people a year
● Values
○ Dignity
○ Communication
○ Empathy
○ Respect
○ Integrity
○ Responsibility
○ Teamwork
○ Peer Culture & Leadership
○ Honesty
○ Diversity
● Offers:
○ Adult Outpatient Services
○ Children & Youth Outpatient Services
○ Day Programs
○ Early Intervention Program
○ Residential Programs
○ Blended Case Management
○ Senior Center
● Uses Creative Curriculum and applies Pennsylvania Learning Standards for Early
Childhood
● “Certified educators with experience working with a variety of children”
● “Early Intervention (EI) services through a contract with Elwyn for children ages 3 to 5”
● 3 year old program
○ 2 mornings a week (Tues/Thurs?)
● 4 year old program

 
 ○ 3 mornings or 3 afternoons a week (M/W/F?)
○ Additional half days are possible for arrangement
● 4 year olds going to Kindergarten
○ 5 days a week, full day

 
Anthropometrics 
Interior Graphic Standards 2nd edition (2012) Corky Binggeli, ASID 
 

 
Preschool Pedagogy 
Montessori & Reggio Emilia (see paper below) 
● Too unstructured for ASD
 
 
Creative Curriculum 
https://teachingstrategies.com/solutions/teach/ 
 
● “Whole child approach”
○ Social skills, emotional skills, academic skills
○ Allows teachers to customize
○ Play-based experiences
● Currently in use

Early Learning Standards 

Education.pa.gov 
● Key Learning Areas
○ Learning through play​ - constructing, organizing and apply knowledge
○ Language and literacy development​ - english language arts
○ Mathematical thinking and expression​ - exploring, processing, and
problem-solving
○ Scientific thinking and technology​ - exploring, scientific inquiry and discovery
○ Social studies thinking​ - connecting communities
○ Creative thinking and expression​ - communicating through the arts
○ Health, wellness, and physical development ​- learning about my body
○ Social and emotional development​ - student interpersonal skills
○ Partnerships for learning​ - families, early care and education programs, and
communities

 
Assignment 3: Human Factors and Teaching Methods

ID 209 Human Factors and Behavior

Murphy Cauble

April 3, 2019
Introduction

While education may seem like a simple concept, there are many teaching

methods; each one presents a different set of advantages and disadvantages. Through

initial research of Montessori and Reggio Emilia teaching methods and applying the

research to autism and Asperger’s syndrome (autism spectrum disorder), one can

discern which method is best for non-disabled and disabled students alike. According to

the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders released by

the American Psychiatric Association in 2013, autism spectrum disorder is an umbrella

term used to reference what was previously autistic disorder, Asperger’s, and others. In

this paper, Autism Spectrum Disorder (ASD) is used to refer to the previously

mentioned disorders, as per the DSM-5 guidelines (Austism Speaks, Inc., 2019).

Montessori: Positive and Negative Aspects

The Montessori teaching method focuses on the idea of each child’s ability to

create and explore. It’s about designing a space with materials and activities that allow

children to learn at their own pace (Brown, 2012; Nussbaumer, 2018, p. 318-19).

According to Laura Lewis Brown in “Comparing Preschool Philosophies: Montessori,

Waldorf and More,” Montessori teaching is about the inclusion of toys/activities that are

“self-corrective,” like puzzles and other objects that fit together (2012). This way, the

child can disover based on circumstances, “not because someone showed the child how

to do it” (Brown, 2012). It is helpful for children because they are able to learn at their

own pace. Montessori teaching also involves a mix of ages, allowing older children to be

role models for younger ones and providing them with observational learning
opportunities. Through this process, children also learn leadership by helping younger

students and learn independence by having the ability to choose between the

self-corrective options before them. However, a Montessori classroom can be socially

difficult with mixed ages because younger children struggle when older friends move to

another classroom age group (Brown, 2012).

Montessori: Effects on Children with Asperger’s Syndrome and Autism

It can be difficult for children with learning disabilities to find a teaching method

and environment that works for them. However, “the Montessori approach aims to

facilitate the successful integration and inclusion of children with ASC [Autism

Spectrum Condition or Autism Spectrum Disorder] by encouraging the exploration of

their natural abilities to achieve their full potential” (Marks, 2016). Children with ASD

are encouraged to play freely and independently but with the “structure and purpose”

that children with ASD benefit from (Marks, 2016). The Montessori learning materials

for language are also helpful in teaching children with ASD social subtleties. By writing a

directive on a card, reading said directive to the child, and then demonstrating proper

execution, children with ASD learn socialization through reading, listening, and

observation.

Reggio Emilia: Positive and Negative Aspects

The Reggio Emilia teaching style, however, envisions the child as a “competent

learner” (Nussbaumer, 2018, p. 319). While this may seem similar to Montessori, the

two methods differ in the level of teacher involvement. In Montessori learning, the

teacher is considered a guide, providing specific objects/activities that teach children

through their own actions. However, with Reggio Emilia, the teacher doesn’t directly

provide information to students and instead endorses that they all “find out together,”

embracing curiosity (Brown, 2012). Projects arise based on inquiries from the students,

providing learning opportunities they can be interested in. This “child-originated and

teacher framed” method is helpful in giving children control of their own education and

teaches them cooperation, problem-solving, and conflict resolution (Brown, 2012).

Reggio Emilia also focuses on documenting experiences for the children and teacher to

learn from (Brown, 2012). However, because it is lacking in regulation/boundary, some

students may lose interest and/or patience with this method.

Reggio Emilia: Effects on Children with Asperger’s Syndrome and Autism

While Reggio Emilia lacks a bit of the structure that children with ASD usually

prefer (Marks, 2016), the documentation aspect can be helpful to their social

development. As mentioned by Margaret MacDonald in “Toward formative assessment:

The use of pedagogical documentation in early elementary classrooms,” a student with

autism was able to use her documentation album at home to describe students in her

class to her parents (2007). Linda M. Mitchell also talks about the benefit of visuals

when learning with ASD in “Using Technology in Reggio Emilia-Inspired Programs,”

stating “making knowledge known through visual images provides the input needed by

[children with ASD] to give meaning to the symbols they see and use” (2007).

Conclusion

In conclusion, Montessori and Reggio Emilia both present their own positive and

negative aspects toward disabled and non-disabled students. Overall, Montessori seems
to be the most appropriate method of teaching for children with Autism Spectrum

Disorder. It provides them with the structure they need while also giving them inclusion,

allowing them to learn at their own pace, and learn in an effective manner.
 References

Autism Speaks, Inc. (2019). DSM-5 and Autism: Frequently Asked Questions. Retrieved

April 2, 2019, from https://www.autismspeaks.org/dsm-5-and-autism-

frequently-asked-questions

Brown, L. L. (2012, November 07). Comparing Preschool Philosophies: Montessori,

Waldorf and More. Retrieved April 2, 2019, from

http://www.pbs.org/parents/education/going-to-school/choosing/comparing-pr

eschool-philosophies-montessori-waldorf-and-more/

MacDonald, M. (2007). Toward formative assessment: The use of pedagogical

documentation in early elementary classrooms. Early Childhood Research

Quarterly,22(2), 232-242. doi:https://doi.org/10.1016/j.ecresq.2006.12.001

Marks, L. (2016). Playing to Learn: An overview of the Montessori Approach with

pre-school children with Autism Spectrum Condition. Support for

Learning,31(4), 313-328. doi:10.1111/1467-9604.12140

Mitchell, L. M. (2007). Using Technology in Reggio Emilia-Inspired Programs. Theory

Into Practice,46(1), 32-39. doi:https://doi.org/10.1080/00405840709336546

Nussbaumer, L. L. (2018). Human factors in the built environment (2nd ed.). New

York, NY: Fairchild Books, An imprint of Bloomsbury Publishing.

 
Impaired Assignment (Social Stimuli & Affiliative 
Behavior) 

Definition- “Inability to assign appropriate significance to incoming stimuli”

● Human faces/facial expressions
-Rapid change in facial expressions and different faces can be overwhelming and
confusing
Impact
● Social skills
● Rate of learning

Reading notes:
Placement: therapists advise from behind, same with table play and/or eating - less visual input
(teacher/tables need to take account)
-but still needs the teacher in front, practice of facial expressions help
-large mirrors

Symbols
Simple shapes-rectangles, squares, circles
Signage- images and shapes are hard to grasp
Environmental components- self play little interaction with adults
Variety of placements for play areas, media availability

Decrease in affiliative behavior-need to be done repetitively and often for them to understand
-small play set up and small furniture
-role playing, dress up, cars, toys, games

Tantrums- loud noises/dishwashers can trigger tantrums and self harm

-feel safe in similar layout they are used to
-children can roam out of their homes and leave-safety autism 49% increase of wandering in
children with autism
Triggers for wandering-sharp objects, hard flooring, blocked viewpoints,
Suggested design: soft corners, soft flooring, non toxic materials, weighted blankets,
curved hallways,

https://www.stepbystep.com/Learning-Environments-for-Autistic-Children-139703/

The symptoms fall under three categories: social interaction, communication and interests.

Symptoms that fall under social interaction include lack of eye contact and an indifference to other
people.

 
c​hildren engage in self-stimulatory behaviors like spinning, flapping their hands or flapping objects
and many autistic children become obsessed with an object or parts of the object.

-Sameness, routine, play, he parents surveyed each stressed improved teacher training, smaller
class size, teacher aides and technology as very effective in improving schools.Picture Exchange
Communication System (PECS) The Individual Education Plan (IEP)

https://study.com/academy/lesson/positive-learning-environments-for-students-with-autism.html

-temperature in room

● Design Recommendations
○ Need controlled sensory stimulation - minimal amount and intensity of stimulation
○ Natural light with controllability - many autistic children can see the flickering
○ Quiet spaces to help with concentration and other spaces for calming down after
overstimulation - not constant “on” objects
○ Minimize visual stimulation competition - adjacent spaces

● Impaired Assignment - “inability to assign appropriate significance to incoming stimuli”

○ Unable to attach meaning to stimuli and understand them
● Needs structure ​- in social interaction and otherwise
○ Watching a video repeatedly to learn and understand something - facial
expressions
○ See the patterns (comfort in routine) and memorize the expressions and body
language

● Severe Autism - so sensitive to visual interruption the teacher/instructor has to be behind

them (not next to or in front of)
○ After learning skills the teacher moves in front of person

Learning Facial Expression/Social Stimuli - PRACTICE

● Break into basic concepts
● Create simple steps
● Practice
Need varied communication options*

Struggles with “contextualizing” (will only see the shape)

● Circle could be a sun
● General shapes can make a train
● PECS - Picture Exchange Communication System
○ To create the skill of contextualization, they often start with a real picture, then
line drawings with labels, and ​finally just the word?

● Design Recommendations
○ Design for maximum adult/child interaction -

 
 ■ Varied placements (next to, across, behind)
○ “Sit-down play/eating areas should have opportunity for eye contact” p 21
○ Mirrors in the environment for practicing expressions
○ “Media available to watch videos of adult and child facial expressions” p 21
○ Use real pictures to help with wayfinding

Learning Imitation
● Using role-playing and teaching repetitively to help autistic children gain skills
● “Imitation is the cornerstone for many learning techniques. Whether it is learning life
skills such as eating, dressing, and toileting or learning how to play a game or react to a
certain stimuli, many children remember an experience by watching someone else do it.
This means there is another person or persons involved in the environment.” p. 22

Proportion
● “There are enough other boundaries in spaces for them already— the furniture does not
need to add to them.” p. 22
● Tony Torrace (interior designer) had research discovering that a small-scale
environment facilitated children interacting in roleplay and imitation
● Design Recommendations
○ Small-scale environments that facilitate role-playing
○ “Area to initiate role-playing and imitation” p 24
○ Mirror for a child to see themselves in their dress-up

Distinguishing Stimuli and Their Significance

● Fear and aggression can vary from the norm because of the difficulty in identifying a
stimulus and assigning it meaning
○ Most common with “danger signs”
■ Interpreting loud noises from appliances or other environmental objects
as dangerous; can lead to self-harm as they try to escape
● Autistic children straying from safety:
○ In the 2012 Pediatrics study of elopement in children with autism, researchers
saw an increase of 49% in wandering in children with autism compared to
siblings without autism. They also witnessed that this activity seems to peak at
age 5 ( Pediatrics, 2012).
● Need controlled environments
● Design Recommendations
○ Soft corners, padded floors, no sharp points
○ Durable materials/objects as they may be the victim of tantrums
○ Non Toxic materials incase of ingestion
○ Weighted blankets/pillows for calming
○ Minimize blind transitions - curve hallways and pathways
○ Locks/barriers to the outdoors and dangerous spaces

NAEYC

 
 ● Autistic children often have trouble understanding verbal language
○ “by the time they understand the beginning of the first sentence, the speaker may
be on to the fifth sentence.”
○ Often have strong visual/spatial thinking skills - need visual communication
● Visual Communication
○ Have marked places for seating/standing, etc. - labels, carpet squares, rugs, tape
lines
○ Have a classroom schedule made with pictures (manipulation is often key)
■ Arranging pictures of the activity vertically in order
■ Carrying the picture to place at the area of the activity (check-in)
■ Flipping over the picture to show completion
■ Might need further detail/breakdown depending on child
○ Visual support for verbal instructions
■ Sit down, be quiet, etc.
○ Teach self-regulation through visuals of strategies, volume level, etc.
○ Showing steps for task completion
■ Brushing teeth, washing hands, putting away objects
○ Provide expressive pictures to help communicate emotion

Kabot, S. (2019). Support You Can See (and Feel): Teaching Children with Autism.
Teaching Young Children,​ ​13​(1). Retrieved September 28, 2020, from
https://www.naeyc.org/resources/pubs/tyc/oct2019/teaching-children-autism

Paron-Wildes, A. J. (2013). I​ nterior design for autism from birth to early childhood​. ProQuest 
Ebook Central h
​ ttps://ebookcentral.proquest.com 

Malven, F. (n.d.). Design process for special populations: Color and pattern considerations for 
children with autism spectrum disorder. Retrieved September 30, 2020, from 
https://www.idec.org/i4a/pages/index.cfm?pageID=3830 
 
https://study.com/academy/lesson/positive-learning-environments-for-students-with-autism.h
tml  
 

https://www.stepbystep.com/Learning-Environments-for-Autistic-Children-139703/  

Sensory Processing in Autism: A Review of Neurophysiologic Findings: 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3086654/ 

Kabot, S. (2019). Support You Can See (and Feel): Teaching Children with Autism. T
​ eaching 
Young Children,​ ​13​(1). Retrieved September 28, 2020, from 
https://www.naeyc.org/resources/pubs/tyc/oct2019/teaching-children-autism

 
Client Profile 

The Northeast Growth and Development Center (NEGD) is part of the Northeast
Community Center for Behavioral Health (NECCBH), a community-centered organization
founded in 1958 out of a community need for mental health services. The core values of the
NECCBH are as follows: Dignity, Communication, Empathy, Respect, Integrity, Responsibility,
Teamwork, Peer Culture & Leadership, Honesty, Diversity. Beginning with three employees, “in
a rented facility, with borrowed funds,” NECCBH later added child-related services in 1965 and
continued its expansion throughout the years. After a rough beginning to its initial expansion,
NECCBH now has many services like adult outpatient services, residential programs, a senior
center, and of course early intervention programs. The NEGD has been helping the community
for over 30 years through its early intervention program. “Certified educators with experience
working with a variety of children” combine Creative Curriculum and Pennsylvania Learning
Standards to prepare each child to successfully continue in their educational journey.

Neccbh.org
Problem Statement 
The client Northeast Growth and Development Center (NEGD) needs a new

preschool facility to be designed for their early intervention program at 7226 Castor Ave

in Philadelphia. This preschool has students of mixed abilities but often deals with

students with autism. Even with different backgrounds and learning aptitudes of

children, it’s important each user feel comfortable and safe in their environment,

including employees. By carefully analyzing the needs of each group, we will be able to

best serve them a comfortable and safe space.

   
User Task Analysis 
OVERALL:
● Curved hallways or pathways to minimize unknown with transitions
● Earth tones
● Low contrast finishes
● Simple textures/sensory design
● Minimalism
● Stimulation in small doses (exterior/entry)

Drive-up
● Gated
● Room for ~3 cars at a time
● Far as possible from sidewalk/road
Lobby/entry area/reception
● Inviting
● “Colorful” exterior/entrances (then neutral insides)
● Minimal views of other doors/passages
Classrooms
● Storage (non-viewable)
○ Labeled spaces for toys
● Areas with certain purposes
○ Reading area
● Teacher workstation
● Changing station
● Bathroom (student)
○ Limited lock stalls
○ Child-sized facilities
○ Easily cleaned
○ Easily accessible
○ No hand dryers
○ No automatic toilets
● Sink
● Versatile furniture
● Small-scale items for children
● Mirror
● Clear visibility of room
● Cubbies outside classroom
● Soft corners, padded floors, no sharp points
● Durable, resilient materials in case of abuse/anger
● Limit visual stimulation
Therapy rooms
● Soft corners, padded floors, no sharp points
● Durable, resilient materials in case of abuse/anger
● Limit visual stimulation
● Table for one-on-one
Sensory room
● Soft corners, padded floors, no sharp points
● Rolling machine
● Versatile furniture
● Versatile lighting
De-escalation room
● Soft corners, padded floors, no sharp points
● Soundproof
Meetings room(s)
● Within administrative area
● Conference table and chairs
● Private
● Tv/presentation system
Outdoor Play Area
● Rubber “flooring”
● Low equipment to prevent injury
● Minimal metal
● Fenced in
Indoor motor space (gym)
● Soft corners, padded floors, no sharp points
● Large, open
● Insulated for sound
Bathrooms (employee)
● Within administrative area
○ Standard bathroom needs (unisex or sex-specific)
Bathrooms (lobby)
● 1 or 2 unisex accessible bathrooms within lobby
Staff Kitchen/Breakroom
● Within administrative Area
● Full kitchen (w/ dishwasher)
● Comfortable furniture
○ Seating for ~8
● Secluded
Prep Kitchen
● Double set of doors to prevent smell sensitivity issues
● Includes adjacent eating area for children
● Full kitchen needs
Nurse’s office
 ● Within administrative area
● Cleanable floors
● Bathroom
● Sink (separate)
● Shower
Offices (desk work, director, etc.)
● Private, but accessible in certain situations
● Storage for files
● Printer
Janitor closet
● Includes laundry area
● Space for cleaning supplies and equipment
● Perhaps 2 needed
● Mop fill/drain

Yellow = ​administrative area

Public Access:​ LOW

Sidewalk up to a gate
Drop-off area (behind gate)
Daylight/View:
Optimal natural light
Faces Southeast
View of Castor Ave (residences)
Lighting Needs:
Natural light, fluorescent lighting with electronic ballast in plenum (warm temperature),
slow-off lights, light switches out of children’s’ reach
Thermal Comfort:
HVAC - quiet system
Water heater
Water softener
Design Aesthetics:
Low/no patterns
Low contrast finishes
Muted colors
(See concept for more)
Safety & Security 
● Lockable doors - unlocked when fire sensors triggered
● Property cameras - everywhere that is allowed
● Window coverings
○ one-way windows into classrooms (children can’t see out but
teachers/prospective attendees can see in)
○ Range of intensity (light, medium, high blackout)
● Window locks
● Butterfly video call box system
○ Parents/students can enter with a passcode or virtual key; can also call
directly to office
○ Only opens gates/doors for permitted visitors/users
○ Records video/takes photo of who the door opens for
● Fenced-in perimeter and playground (with Butterfly at main gate entrance)
● Fire safety system (sprinklers/alarms)
○ Tied to door security to open in case of emergency
● Accessible fire extinguishers
● Proper ventilation for appliances
● Backup generators
○ 1 security systems, 1 for lighting
● Soundproofing appropriate rooms near each other to prevent distraction

Other Considerations
● Low VOC materials
● No window coverings with low strings/brackets
● Low glare
● Softer finishes and rounded corners to prevent self-harm
Psychological, Physical, and Social 
Considerations 
● Psychological
○ Mixed mental abilities and ages
○ Over/under-stimulation sensitivities
○ Sensitivity to smells, sound, and/or light
○ Reducing sharp turns to minimize unknown transitions
○ Limiting visual distractions
● Physical
○ Comfort - regulated central air, window coverings
○ Apply anthropometric data for preschool-age children
○ Accessibility
○ Ergonomic layouts of furniture, door handles/hardware, etc.
○ Low VOC materials
● Social
○ Students
■ Sensory room & de-escalation room to accommodate different social
preferences
■ Enough space for children to play separately or together
○ Staff
■ Separate Administrative Area
■ Breakroom for mental break/socialize with co-workers

 
Adjacency 

 
 Criteria Matrix

ns
t

io
en
e

at
s

w
ag

pm
es

er
For: Northeast Growth

ie

ng
ot

y
cc

id
/V

ui
ac
Fo

bi
and Development Center

s
ht
A

Eq

on
um
iv
lig
re

ic
(NEGD)

Pr

al

C
bl
ua

Pl
ay

ci

al
Pu
Sq

ci
Sp

e
Sp
avg car dimensions = 15' L
Drive-up/drop off ~500 sq ft H Y L N Y
x 7' W; Butterfly system
safety of desk worker or
200-250 sq
Lobby/entry H Y M N Y members in lobby; Butterfly
ft
system
275 - 300
Sink and bathroom in
Classrooms sq ft (1 M Y M Y N
classroom
room)
Consider privacy and
Bathroom (student) 15 -25 sq ft L N H Y N
safety/security
80 - 90 sq
Therapy rooms L N H N N storage that hides objects
ft
rolling machine, mats,
80 - 90 sq
Sensory room L Y M N Y versatile furniture, squishy
ft
objects
Quiet,
80 - 90 sq
De-escalation room L N M N Y secluded/soundproof; soft
ft
materials
within same area as offices,
100 - 125 employee bathroom, staff
Meeting room M I H N Y
sq ft kitchen/breakroom, and
nurse's office; Projector/TV
Low playground equipment
450 - 500
Outdoor play area M Y M N Y with limited metal elements
sq ft
to prevent self harm
225 - 275 Rubber flooring, lots of soft
Indoor motor space M Y M N N
sq ft objects and open space
within same area as offices,
meeting room, staff
Bathrooms (employee) 15 -25 sq ft L N H Y N
kitchen/breakroom, and
nurse's office
Bathrooms (lobby) 15 -25 sq ft H N H Y N --------------
within same area as offices,
100 -150 meeting room, employee
Staff kitchen/breakroom L I H Y N
sq ft bathroom, and nurse's
office
100 -150 adequate prep areas for
Prep kitchen M I M Y N
sq ft different dietary needs
within same area as offices,
meeting room, employee
80 - 90 sq bathroom, and staff
Nurse's office L N H Y Y
ft kitchen/breakroom; sink,
bathroom, shower, fridge,
storage
within same area as nurse's
office, meeting room,
300 - 350 employee bathroom, and
Offices M Y M N Y
sq ft staff kitchen/breakroom;
storage of records and
paperwork
100 - 150 Houses laundry machines
Janitor's closet L N L Y Y
sq ft and utility equipment

KEY:
H - High
M - Medium
L - Low
Y - Yes
N - No
I - Important but not required
Contextual Assessment 
This early intervention preschool located at 7226 Castor Ave is a part of the diverse,
commercial/residential Oxford Circle neighborhood in Philadelphia, Pennsylvania. There are
approximately 56,000 people in the neighborhood, with residents in this neighborhood primarily
being Black, White, and Hispanic, among others. Within the neighborhood, crime rates are
somewhat high, having 997 incidents of crime occur from Sept 1, 2018, to Jan 1, 2019. These
crimes mainly consist of thefts from vehicles, vandalism/mischief, and assorted assaults, among
others (see pie chart below). Crimes often occur at 9 am, 12 pm, 4 pm, 5 pm, 6 pm, and 8 pm
(see bar graph below). 80 of the crimes between Sept 1, 2018, to Jan 1, 2019, occurred along
Castor Ave.1 Adjacent to Pennsylvania Route 73 (Cottman Ave), Castor Ave is near a relatively
busy street as Cottman Ave has an Annual Average Daily Traffic rating of 21,000 (after
gathering data for one year, it is approximated 21,000 people drive on the road every day).2
Nearby, one will find common franchises like Burlington, TJMaxx, Walgreens, and Target, as
well as others within the nearby Roosevelt Mall. Some local businesses are also close, including
a GED center next doorーuseful for the 25.36% of the neighborhood population without a high
school degree3ーas well as a seafood restaurant.4

1
​http://data.philly.com/?
2
https://gis.penndot.gov/BPR_PDF_FILES/MAPS/Traffic/Traffic_Volume/County_Maps/Philadelphia_tv.pdf
3
​http://data.philly.com/?
4
​Google Maps, 2020.
  
(Google Maps, 2020)   
(​http://data.philly.com/?)
Concept Development
Cog/Gear
● Togetherness
● Structure
● Unique
● Methodical
● Part of Whole

Glass
● Reflection
● Shape/Size
● Strength
● Structure/Togetherness
● Part of Whole
⭐Adventure
● Environment
● Strength/Persistence
● Connection/Community
● Change/Growth

Growth
● Strength
● Resilience
● Nurture
● Support
Concept Statement 
This early intervention preschool for the Northeast Growth and Development
Center (NEGD) in Philadelphia, Pennsylvania, will draw inspiration from the idea of
adventure. Combining the ideas of environment, strength, community, and growth with a
careful analysis of communal needs will create an inviting, secure preschool for
students and teachers. Just as the environment influences an adventurer, careful
environmental creation will influence students and employees to function at optimal
levels. Minimal detailing in flooring, wall/window coverings, and other materials will
prevent distraction for students while also holding true to the idea of connecting within
one’s community. Storage will be included to prevent unnecessary clutter, and room
separations will be put in place through uses of walls, doors, ceiling adjustments, and
material changes to create privacy and identity. Overall, this preschool inspired by
adventure and its surrounding ideas will be a comfortable, productive environment for its
users, inspiring connections and academic/social growth.
Prototypes 
Staff Room (1) 
 

 
 
Janitor’s Closet 
 

   
Bathroom (Student) 

 
Staff Room (2) 

 
 
 
   
Nurse’s Office 

 
Meeting Room