Republic of the Philippines

Palawan State University

College of Engineering, Architecture and Technology

Architectural Department

Pre-school: Planning and Design

2020-4-0061

Block A

September 22, 2022

 Standards for the organization and operation,

of preschools (kindergarten level)

The Philosophy for preschool, education considers the child, the school and the teacher
with the support of the family in maximizing the child's potential. Preschoo1 education is based
on the knowledge that each child is a unique individual with his own biological make-up, interests,
capabilities and ways of viewing the world. He has a tremendous capacity for learning. He is active
and understands the world differently from that of an adult. His language has developed with the
acquisition of a wide vocabulary, making him capable of communicating his ideas and feelings.
Motor coordination is more refined. His value system has become more defined. The preschool
child is always in the process of becoming and therefore, if properly developed, can become a
critical, thinker and a socially sensitive, self-directed, creative, responsible, and caring individual.

With this knowledge about children, preschool should provide a safe environment where
children can explore a variety of actual materials, equipment and learning experiences suited to
their level, for them to effectively learn. Preschools should recognize individual differences thus,
respect for the child's views. The process of learning and the relevance of learning experiences
should be given importance. Realizing that the home, the school, and the community are
important in the child's education, the school should coordinate with these institutions so that
there is consistency in their effort of developing the children to the fullest.

The teacher in the preschool should be knowledgeable about children and how they learn.
She should be equipped with necessary knowledge and attitudes to effectively develop children
in all aspects-physical, personal-social, cognitive and affective.

Preschool education, which includes kindergarten (5-6 years old) must aim to develop
children in all, aspects (physical, social, emotional, and cognitive) that they will be better prepared
to adjust and cope with 1ife situations and the demands of formal schooling. By so doing, learning
gaps and dropouts may be avoided or reduced to the minimum.

The objectives for pre-school, is to develop the child, in all aspects (physical, social, moral,
spiritual, emotional and cognitive) so that he may be better prepared to adjust and cope with life
situations within the context of his experience. To maximize the child's potential through a variety
of carefully selected and meaningful experiences considering his interests and capabilities. To
develop the child in all aspects so that he becomes a self-propelling, thinking and contributing
individual, able to make decisions which will prepare him for the more complex demands of future
life.

Universal Declaration of the Rights of the Child

The child shall enjoy special protection and shall be given opportunities and facilities, by law and
by other means, to enable him to develop physically, mentally, spiritually, morally, and socially in
a healthy and normal manner and in a condition of freedom and dignity. In the enactment of laws
for this purpose, the best interest of the child shall be the paramount consideration.

The Constitution of the Philippines

The Philippine Constitution (1987) Article XIV, Sec. 1 provides that "The State will protect and
promote the right of all citizens to quality education in all levels and shall take appropriate step
to make education accessible to all."

Batas Pambansa Blg. 232 (The Education Act of 1982)

Elementary Education refers to the first stage of compulsory, formal Education primarily
concerned with providing basic education and usually corresponding to six or seven grades,
including preschool programs.

Child and Youth Welfare Code (Presidential Decree 603)

The child is one of the most important assets of the nation. Every effort shall be exerted to
promote his we1fare and enhance his opportunities for a useful and happy life.
The Curriculum focuses on the following areas of development:

Physical Development – this includes gross and fine motor coordination through play and
manipulative activities like games, simple work and those that develop physical fitness.

Personal-Social Development – this involves skills and behaviors pertaining to

independence and social behavior. It includes development of health habits and independence in
dressing, eating, sleeping and toileting, relating with teachers, peers and other people, through
group play and/or interaction. It also deals with the development of the ability to follow rules and
routines. Learning about the family and other people like the community helpers is part of the
concerns in the area.

Affective Development – this includes experiences that help children develop love for
God, self, others and community. This also helps the children develop awareness of their feelings
and sense of right and wrong.

Cognitive Development – this includes development in the areas of communication skills

and sensory-perceptual and numeracy concepts and skills. Communication skills refer to
competencies in expressing one’s ideas and feelings in both English and Filipino. It includes facility
for oral expression and basic readiness skills of listening, pre-reading and writing. Sensory-
perceptual and numeracy skills include development of concepts through the ability to observe,
discriminate and see details, similarities and differences, and to understand, count, read and write
numbers. Development of numeracy involves the development of skills in describing, pairing,
comparing, classifying and ordering (sequencing). Money value and telling time may be
introduced.

Creative-Aesthetic Development. Development in this area includes exploration of

sounds, music and rhythm such as listening to music creating songs, singing and creative
movements, art activities like exploring the use of art media such as crayons and paints and
drawing fall under this area. Communication skll1s activities such as creation of poems, stories
and dramatization are also included here.

Learning areas: a brief description

Communication Skills (English and Filipino) - these areas provide carefully selected
activities that develop beginning competencies in listening, speaking, reading and writing.
Listening activities include auditory discrimination and comprehension such as identifying sounds
of animals and things, similar from dissimilar sounds, identifying words that rhyme and noting
details in short selections listened to. The speaking activities center on the use of simple
expressions and grammatical structures that are necessary for the child, to be able to talk about
himse1f, his family, his personal belongings, things and places and people in school and his
community, in 2-3 short sentences. The child is also expected to recite, simple rhymes, jingles and
riddles. Reading includes exercises that develop reading readiness, recognition of the letters of
the alphabet and three-letter words having the consonant-vowel-consonant pattern through
pictures and answering simp1e comprehension questions. Activities for writing include exercises
in motor coordination, readiness exercises, writing one's name in block form.
 Numeracy Skills – this learning area provides for the development of skills like classifying
and seriating objects according to size, color and shape. It also includes activities to develop
number concepts from O to 20 and understanding simple addition and subtraction such as:

- adding one-digit numbers with sums not more than 10 using concrete objects.
- subtracting one-digit numbers with minuends not more than 10 using concrete objects.
Money value and telling time may a1so be introduced.

Sensory-Perceptual Skills – this area provides for the development of the child's
competency in perceiving characteristics of concrete objects and events in his immediate
environment through the use of the senses (seeing, hearing, smelling, tasting and feeling). In
this curriculum, the perceptual competencies to be emphasized are the basic skills in observing,
describing (simple)comparing and classifying (one step). The lessons designed to develop these
skills use simple science and health concepts as content.

Socio-Emotional Development – this learning area provides activities that will contribute
to the development of the wholesome personality of the preschool child. He will be exposed to
actual situations and vicarious experiences that will help him develop a sense of responsibility and
awareness of right and wrong, concern for others and desirable behavior toward the Supreme
Being, self, others and the community. It also involves skills and behavior towards the
development of health habits and independence in dressing, eating, sleeping and toileting as well
as experiences that deal with the ability to follow simple rules and routines.

Motor and Creative Development – as a learning area, Motor and Creative Development
includes Art, Music and Physical Education. Rather than being taught separately, the activities for
these subjects are integrated to help strengthen, enliven, enrich and support other learning areas.
The schedule for Music, Art and movement expression in the classroom need not be reserved only
for scheduled times. Creative and meaningful use of these activities can be taken up any time of
the day. Art Education is concerned mostly in developing the creative expression of the child
through drawing, painting and manipulative activities. Alongside with creative expression,
aesthetic sense, visual and tactile perception are also developed. In Music, children’s songs,
rhymes and other musical activities are used to help children enjoy various forms of music and
develop their listening skills. The activities provide opportunities for musical expression of feelings
and learning as well as for appreciation and creativity. Lessons in Physical Education include
movement exploration and creativity. Games, action songs, story plays, mimetics and rhythmic
activities are means for children to use their bodies as a medium for learning.

Program of Activities

In order to attain and ensure the holistic development of a preschooler, a well-planned

curriculum and a relative program of activities such as day to day scheduling is necessary,
although this will vary according to each preschool’s approach. What is important is that the
expected competencies based on children’s abilities at this level are carefully spelled out and that
the program be composed of a balance between active and quiet activities in consideration of the
child’s short attention span at this level and various needs of the body such as rest. Indoor and
outdoor play in the preschool are essentials whatever approach the preschool follows.

Although the medium of instruction for preschool education may be in English or Filipino
or both, the language the child brings to school should be valued. Concepts may be learned easily
in the language one understands and adjustment to school may be facilitated. It may be necessary
that such language be used initially, until such time that the children have attained the facility and
confidence in expressing themselves in English and Filipino.
 SAMPLE PROGRAM OF ACTIVITIES

TIME NO. OF ACTIVITIES AREA OF

MINUTES DEVELOPMENT/
LEARNING SKILLS
Sharing Period
(experiences, songs, Communication Skills
8:00 – 8:10 10 poems, news and and Socio- Emotional
informal Development
conversations)
Cognitive
Development which
includes
communication Skills,
8:10 – 8:30 20 Self-Selected Sensory-Perceptual,
Activities Numeracy Skills,
Socio- Emotional
Development, Motor
Creative
Development
Work Period (more Cognitive
structured activities Development which
may be done like includes
8:30 – 9:15/9:30 45-60 working on logbooks Communication
in relation to an Skills,
experience, pre- Sensory-Perceptual,
writing/pre-reading Numeracy Skills,
exercises etc. Socio- Emotional
Development
9:15/9:30 – Motor-Creative
9:45/10:00 30 Supervised Outdoor Development,
2:15/2:30 – Play Socio-Emotional
2:45/3:00 Development
9:45/10:00 – Personal-Social
10:15/10:30 30 Clean up and Snack Development Health
2:45/3:00 – Care
3:15/3:30
10:15/10:30 – Physical
10:30/10:45 15 Rest Development
3:15/3:30 –
8:30/3:45
10:30/10:45 – Story Time or Indoor Any of the Areas of
10:45/11:00 15 Activities and Development
3:30/3:45 - 3:45/4:00 Dismissal
Staff Requirements

The following Preschool or Early Childhood Education (ECE) staff requirements are
intended for owners/operators, administrators, directors, principals, head teachers or school
heads, as well as classroom teachers and para-professionals who are involved in ECE learning
situations with children 5 to 6 years of age.

Compliance to proposed requirements will redound to improvement in the ECE staff’s

professional capabilities and to well-developed skills in administering, supervising, teaching and
aiding ECE school program as well as to an increased competence for study and research in the
field of ECE taking into account our native Filipino heritage and culture. The requirements for the
ECE staff follow:

1. Owner/Operator/Proprietor – a person who financially supports the school program.

- College degree in a discipline allied to education with at least 18 units of preschool

education course.

2. Administrator/Director/Principal/Head Teacher/School Head – a person who plans,

implements, supervises, monitors or evaluates a school program.

- College degree in a discipline allied to education with at least 18 units of preschool education
course

- Preferably with a master degree in education.

- At least two (2) years of very satisfactory work experiences in a school set-up.

3. Teacher – a person who is directly involved in handling preschool children.

- Bachelor of Science degree with specialization in Family Life and Child Development or
Early Childhood Education or Kindergarten, or

- Bachelor of Science in Elementary Education with 18 units I Preschool Education and 54

hours of practicum in preschool classes, or

- Bachelor of Arts/Science degree in discipline allied to education, arts, nursing,

anthropology with 18 units of preschool education.

Upon appointment, the teacher should have at least 6 units of preschool education. The
requirement of 18 units may be gradually implemented as follows:

At the end of Year 1 - 9 units

Year 2 - 12 units

Year 3 - 15 units

Year 4 - 18 units

4. Para-professional – a person who is taken in as teacher-aide, teacher-helper or assistant

teacher.

- High School graduate

- Has attended training in preschool for at least 20 hours with a certificate from a
recognized training institution or professional organization.
Structure of the Environment

The standards for physical environment refer to the minimum requirements for the
school site, the physical facilities and the learning equipment for a preschool. School site in this
standard refers to school site for kindergarten only and does not include grade school.

1. School site must have a minimum lot area of 500 square meters. The area may be
divided into a minimum of 140 square meters for the classroom and 360 square meters for the
playground. This area in only good for not more than 4 classes.

2. Space for playground must be provided, otherwise, easy and safe access to the nearest
part or open space not more than 200 meters walking distance from the school site may be
presented as an alternative. This arrangement must be approved in writing by the authorized
representatives of the park or open space.

3. The school site must be used for educational purposes only. It must not serve as the
residence of the owner. It should not also be a “convertible school”, that is, during the day it is
used as a school and after class hours converted into a residence or used for commercial purposes.

4. Provisions for office, teachers’ room, music and library room or rooms combining any
two of these must be considered.

5. Ideal class size is 25 – 30 children per teacher. Class size may be increased to 30 – 40
pupils per teacher. If there is a teacher aide. Classroom size should be 11⁄2 square meters per
child

Equipment

1. Playground and Garden – playground apparatus must be installed in the school ground
such as jungle gym, sandbox, slide, balance beams, simple obstacles (e.g., tires and tunnels)

2. Classroom Equipment and Fixtures – furniture such as tables, chairs, shelves, lockers
and cabinets must conform to the standards based on an anthropometric measurement of
preschool age children, both in standing and sitting positions. Beds and/or mats may be provided
for rest periods.

3. Health Facilities and Provisions for Safety – health Facilities such as toilet, safe drinking
and washing facilities must be adequate and suitable to children’s height, size and other special
needs. There should be at least one toilet seat for every 25 children at one time, preferably with
separate bathroom for boys and girls. First aid kits must be available. A rest area may be provided
for children. The area should be free from hazards such as diggings, stairways, pools, open electric
wires and unsafe outlets. Lighting and ventilation should be proper and adequate. There should
be natural and electric lighting. For a classroom 7 x 9 meters, there should be at least two
fluorescent lamps and one wide window and electric fans to allow cross ventilation.

4. The classroom should have activity centers or areas which may contain the following
or their equivalent:

a. Personal Care and Grooming – mirror, comb, towel, toothbrush, soap, toiletries, etc.

b. House and Garden Care – garden tools such as shovel, spade, pails, sprinklers, sand
table, cleaning tools, etc.

c. Communication Skills Corner – books (two books per child) like story books,
science/nature books and Filipiniana books, etc.

d. Sensory-Perceptual and Numeracy Skills Corner (Science and Mathematics Corner) –

counters, beads, number cards, nature tables, etc.

e. Motor and Creative Development Corner – percussion instruments (bamboo,

castanets, coconut maracas), tambourine, tape recorder or phonograph, etc.
 General Competencies of Five- And Six-Year-Old Children

I. Physical Development

A. Gross Motor Development

1. Exhibits well-coordinated movements (walking, kicking, jumping, running, etc.)
2. Exhibits pre-writing skills (holding a pencil/crayon, scribbling, coloring, etc.)
3. Exhibits writing skills
4. a. Prints number (with/without) model
b. Prints upper-case letters (with/without) model
c. Prints lower-case letters (with/without) model
d. Draws simple shape/pattern
e. Copies part-picture
f. Prints complete name (with/without) model

II. Personal-Social Development

A. Personal Skills
1. Cares for his own physical needs such as dressing, eating, toileting, and grooming
2. Attends to tasks for increasingly longer period of time
3. Assumes independent responsibility for completing tasks
4. Indicates his willingness to attempt successfully more difficult tasks
5. Works for delayed rewards
6. Sets realistic goals for himself
7. Works independently
8. Follows simple direction

B. Interpersonal Skills
1. Cooperates with others in the classroom by following rules, by helping to establish
rules, and by learning to modify rules when necessary
2. Shares and takes turns
3. Gives help to others when asked to do so
4. Engages in discussions and activities that include adults and other children in the
classroom
5. Plays cooperatively
6. Helps in simple tasks such as clean-up, serving snacks/lunch etc.
7. Verbalizes feelings related to events that arise in the classroom/home environment
8. Identifies and protects possessions
9. Adjusts to changes in routine
10. Behaves appropriately in varied social situations

III. Affective Development

A. Emotional
1. Learns to accept oneself and one’s limitation
2. Critically evaluates his own works
3. Accepts criticism for his own improvement
4. Learns to relate well with others
5. Learns to deal with feelings such as anger, fear, sadness, happiness, etc.
B. Values
1. Distinguishes right from wrong, good from bad at his level (concrete) and practices
appropriate behavior such as honesty (telling the truth as against telling a lie)
2. Recognizes the importance of having a positive self-concept and of respecting and
caring for oneself
3. Respects the rights and properties of other persons
4. Recognizes the importance of behaving appropriately in various situations and places.
(Includes such behaviors as: saying “Please”, “Thank You”, etc.)
5. Learns to follow rules and regulations at school and at home
6. Recognizes the importance of smooth interpersonal relationships
7. Is aware of the presence of a Supreme Being
IV. Cognitive Development

A. Sensory-Perceptual Skills
1. Identifies body parts and their uses
2. Demonstrates the proper ways of cleaning oneself
3. Demonstrates the proper and healthful ways of eating
4. Practices safety in everyday activities
5. Describes properties of an object (texture, taste)
B. Communication Skills
1. Oral expression
a. Speaks clearly in the language he brings to school
b. Asks and answers various questions
c. Understands and describes concepts related to his knowledge of self, culture,
and the natural world
d. Uses information learned in various experiences to solve problems
e. Increases his vocabulary for describing observations
2. Reading Readiness
a. Sees objects in relation with others in terms of spatial positions:
(1) in-out
(2) under-above
(3) front-back
(4) beside
(5) between
b. Identifies left and right of self
c. Recognizes name in print
d. Recognizes upper-case letters
e. Recognizes lower-case letters
f. Identifies familiar sounds
g. Identifies sounds of letters, matches initial sound to objects or letters
h. Matches initial sound to objects or letters
i. Recalls main facts from a story
j. Tells a story in proper sequence
k. Sequences objects, pictures, symbols and letters from left to right
l. Reads simple words (phonetically/sight reads)
3. Numeracy Skills
a. Discriminates objects according to:
(1) Size
(2) Length
(3) Volume
(4) Quantity
b. Classifies objects according to:
(1) Size
(2) Length
(3) Color
(4) Shape
(5) Function
c. Seriates/Orders objects according to:
(1) Size
(2) Length
d. Counts and tells how many up to 20
e. Names positions of objects as first, second, etc.
f. Puts numerals in proper sequence
g. Matches equal sets of samples of 10 objects
h. Points to named numerals 1 to 20
i. Does simple addition up to 10 with the use of concrete objects
j. Does simple subtraction up to 10 with the use of concrete objects
k. Understands concepts of time

In the preparation of the preschool curriculum, these general competencies were operationalized
by identifying the specific learning competencies.
 Pre-school Planning and Design

For the purpose of these guidelines, the following definitions apply:

• Program: A group of children having their own room or rooms that are fully furnished
and equipped.
• Facility: A building or portion of a building which houses one or more programs.

Age Groups

• 0-3: Children up to 36 months of age.

• Preschooler: Children between 30 months to School Age.

Program Types

• 0-3: A year-round full-day service for children aged 0-3 typically opening between 7:00
and 8:00 am and closing between 5:30 and 6:00 pm.
• 3-5: A year-round full-day service for children aged 30 months to School Age typically
opening between 7:00 and 8:00 am and closing between 5:30 and 6:00 pm.
• Preschool: A part-day service for children from 30 months to School Age, attending up
to 4 hours each day.

Guidelines

General Design Considerations

The planning of a childcare facility should consider site suitability, solar orientation, and access to
and from the facility.

Unsuitable Locations/Sites

(a) The impact of inappropriate adjacent uses such as commercial loading or service
areas, major mechanical plants, building exhaust fans, electrical substations and major
above- grade electrical lines, transformers or other noisy, noxious or dangerous uses
should be avoided or mitigated.
(b) Childcare facilities should be sited away from high traffic arterials to avoid traffic
related air pollution and noise impacts.

Relationship of Site to Grade

Whenever childcare facilities are located above grade, concerns about emergency evacuation of
the children must be considered, noting that these concerns correspond to increased height
above grade. Locations below grade may be unacceptable due to requirements for natural light
and outdoor areas.

Relationship of Indoor and Outdoor Spaces

The indoor and outdoor spaces should be planned together.

(a) outdoor space for each program should be at the same level (plus or minus 0.5 m) as
the indoor space for the same program, and be contiguous with it.
(b) A strong visual connection should exist between the indoor and outdoor activity
areas.
(c) Indoor and outdoor spaces should allow for inter-related indoor and outdoor
activities and free movement by children.
(d) The facility should be oriented to facilitate the surveillance of outdoor play areas
from the primary indoor activity area.
Ramps for wheeled equipment should be provided when a level change exists
Orientation

The availability of natural light is important to the creation of a suitable childcare space.
(a) The facility should be oriented so that outdoor play areas for each program receive a
minimum of three hours of direct sunlight per day at the winter solstice. Two hours of
sunlight should occur during the typical playtimes of 9:30 am - 11:30 am or 1:30 pm - 4:00
pm. This is particularly important for 0-3 programs due to the limited mobility of the
children.

Pedestrian Access

(a) Pedestrian access should be safe, secure and accessible for wheeled equipment,
including wheelchairs, strollers and bikes.

Vehicular Access and Parking

Parking requirements are as follows:

(a) One (1) parking stall for every eight (8) full-time equivalent childcare spaces.
(b) Two (2) parking stalls for staff.

Considerations related to parking are as follows:

(c) Safe vehicular access should be provided to the childcare facility.
(d) Access from the street or drop-off area should be as direct, simple and close as
possible to the childcare's entry or elevator, and in no case be more than 100 m from
the entry.
(e) Drop-off parking spots should be full size; small car only spaces are not acceptable as
they do not allow for easy loading and unloading of children into car seats, etc.
(f) Access to drop-off parking should not require children to cross the drive aisle.
(g) Where childcare facilities are located in a school or other community facility, drop-
off parking may be combined with that of the school/facility provided that the needs of
both are adequately met.
(h) Secure bicycle parking should be provided, in accordance with the City's "Off-street
Bicycle Space Regulations”

Sharing Childcare Space with Other Users

(a) If any childcare space is shared with other users when the childcare facility is not in
operation, issues of joint management, maintenance, liability, supervision and financial
support should be resolved. In such circumstances, design should consider all uses and
allow for adequate storage and equipment.

Facility Size and Shared Spaces

Sufficient space is essential to quality childcare. The following space requirements are
based on research and experience with purpose-designed childcare facilities in high-density urban
settings.

Note: Space requirements in these guidelines are higher than the minimums required by the
Provincial Child Care Licensing Regulations.

Note: The maximum number of spaces and minimum child to staff ratios depend on the ages of
the children and are specified in Provincial regulations. These should be confirmed with
Community Care Facilities Licensing.

Indoor and Outdoor Space by Program Type

The most common program sizes have been used to develop the indoor and outdoor
space requirements (Table 1). These program sizes are generally preferred and are most
economically viable for childcare operators due to staff ratios requirements under the BC
Child Care Licensing Regulation. Facilities proposing to accommodate fewer children per
program should consult with CCFL staff.
 Table 1: Recommended Indoor and Outdoor Space by Program Type

Program # of Net Indoor Gross Indoor Covered Total

Spaces Activity Area Outdoor Outdoor
Area (support Area Area
spaces
included)
𝑚2 𝑚2 𝑚2 𝑚2
Group Childcare 0-3 12 82 182 33 170
Group Childcare 3-5 16 88 187 34 224
Group Childcare 3-5 25 128 247 45 350
Preschool (part-time) 20 78 153 33 140

(a) Childcare facilities constructed as a condition of rezoning or development should

meet the minimum net activity areas set out in Table 1 in addition to the required
support spaces as described in Section 3.2 of these guidelines
(b) Total net area for support spaces ranges from 40 m² to 62 m² per licensed program
(see Tables 2-5 for details)
(c) A net to gross ratio of 1 to 1.3 should be allowed at the initial planning stage,
although an efficiency factor of 80 percent to 85 percent should be the goal (e.g., net
activity area + net support area x 1.3 = Gross Indoor Area recommended for planning
purposes).

Note: The recommended Gross Indoor Area is exclusive of mechanical and electrical
rooms, stairwells, elevator shafts and lobbies. Consider an extra 15% of floor area for
these items.

Area recommendations for indoor activity rooms and settings, support spaces, and outdoor
spaces of common programs are shown in Tables 2-5.

Table 2: Group Childcare Age 0-3 (12 Space Program)

Indoor Activity Rooms and Settings

Art Area 9𝑚2
Table Area 11𝑚2
Area for Other Activity Settings 20.5𝑚2
Gross Motor/Nap Room 28𝑚2
Storage for Mats and Equipment 4.5𝑚2
Quiet Room 9𝑚2
Net Activity Area 82𝑚2
Support Spaces
Chubby 12𝑚2
Kitchen 9.5𝑚2
Storage 7𝑚2
Child W/C and Diapering Area 8𝑚2
Parent’s Room 6𝑚2
Staff Office 7𝑚2
Accessible Staff W/C 4.5𝑚2
Laundry/Janitorial 4𝑚2
Net Support Area 58𝑚2
Total Net Indoor Area 140𝑚2
Gross Indoor Area 182𝑚2
Outdoor Area
Covered Outdoor Space 33𝑚2
Open Outdoor Space 137𝑚2
Total Outdoor Area 170𝑚2
Total Indoor and Outdoor Area
Total Group Childcare Area Age 0-3 352𝑚2
*Where a kitchen is shared by two programs the total kitchen area should be at least 12 m2.
**Where multiple programs are located in one facility, support spaces may be shared if they are
easily accessible and functional for all programs.
 Table 3: Group Childcare Age 3-5 (16 Space Program)

Indoor Activity Rooms and Settings

Dedicated Art Area 7𝑚2
Table Area 9𝑚2
Area for Other Activity Settings 39𝑚2
Gross Motor/Nap Room 29𝑚2
Storage with Large Motor/Nap Room 4𝑚2
Net Activity Area 88𝑚2
Support Spaces
Cubby 10𝑚2
Kitchen 9.5𝑚2
Storage 7.5𝑚2
Children’s W/C 7𝑚2
Parent’s Room 6𝑚2
Staff Office 7𝑚2
Accessible Staff W/C with Diapering Area 4.5𝑚2
Laundry/Janitorial 4𝑚2
Net Support Area 55.5𝑚2
Total Net Indoor Area 143.5𝑚2
Gross Indoor Area 187𝑚2
Outdoor Area
Covered Outdoor Space 45𝑚2
Open Outdoor Space 305𝑚2
Total Outdoor Area 350𝑚2
Total Indoor and Outdoor Area
Total Group Childcare Age 3-5 597
* Where a kitchen is shared by two programs the total kitchen area should be at least 12 m2.
** Where multiple programs are located in one facility, support spaces may be shared if they are
easily accessible and functional for all programs.

Table 5: Preschool (20 space program)

Indoor Activity Rooms and Settings

Art Area 7.5𝑚2
Table Area 14𝑚2
Other Activity Settings 47.5𝑚2
Quiet Room 9𝑚2
Net Activity Area 78𝑚2
Support Spaces
Cubby 12𝑚2
Storage 9𝑚2
Children’s W/C 7𝑚2
Staff Office and W/C 12𝑚2
Net Support Area 40𝑚2
Total Net Indoor Area 118𝑚2
Gross Indoor Area 153𝑚2
Outdoor Area
Covered Outdoor Space 33𝑚2
Open Outdoor Space 107𝑚2
Total Outdoor Area 140𝑚2
Total Indoor and Outdoor Area
Total Preschool Area 293𝑚2
Note: Based on the assumption that access to a kitchen will be provided in a shared facility.
Otherwise add 9 m² for kitchen.
Shared Facilities and Efficiencies

Most new childcare facilities should house two or more programs, each with different
age ranges. This facilitates seamless matriculation from one program to the next and
enhances economic viability for the operator.
(a) The design of the shared facility should encourage cross-childcare contact and
opportunities to share materials and equipment.
(b) If facility design permits, support spaces, such as laundry rooms, parents' rooms and
staff washrooms may be shared by two or three programs to improve efficiency (see
Table 6).
(c) When four or more programs are aggregated, support spaces may be shared but no
reduction in total area should occur. Aggregating four or more programs create
additional space requirements for circulation, garbage collection, central storage and
janitorial functions. Space gained from sharing office, washroom and parent rooms
should be devoted to the above noted spaces.

Table 6: Recommended Indoor and Outdoor Space: Shared Facilities

Program # of Net Indoor Gross Covered Total

Spaces Activity Indoor Area Outdoor Outdoor
Area Area Area
𝑚2 𝑚2 𝑚2 𝑚2
0-3 (12 space program) 37 210 429 78 520
& 3-5 (25 space
program)
0-3 (two 12 space 56 340 738 105 703
programs) & 3-5 (two
16 space programs)
0-3 (two 12 space 69 370 764 113 745
programs), 3-5 (25
space program) &
Preschool (part-time 20
space program)
Note: A 25% outdoor space reduction has been applied to 56 and 69 space shared facilities, due
to having two 0-3 programs (see Section 2.3 for details).
Note: The recommended Gross Indoor Area is exclusive of mechanical and electrical rooms,
stairwells, elevator shafts and lobbies. Consider an extra 15% of floor area for these items.

Reduction in Outdoor Areas

A reduction by up to 25% in outdoor areas may be considered in either of the following

situations, to the satisfaction of the Managing Director of Social Policy and Projects:
(a) All outdoor areas may be reduced if an appropriate playground or park within a 0.5
km safe walking distance is available for regular use, to the discretion of CCFL, Park
Board and Social Policy and Projects; or
(b) Outdoor area for 0-3 programs only may be reduced (see Table 6) if:
• two 0-3 programs have contiguous outdoor spaces; and
• the outdoor spaces can be used as one larger play space with covered outdoor area
adjacent to each program; and
• the resulting combined outdoor space is easily supervisable.
 Internal Design Considerations

Comfortable surroundings reduce anxiety and aggression, promote understanding, and

enable children to engage in genuine exploratory and discovery behaviours. Childcare facilities
should be designed to ensure that the facility, the outdoor space and pedestrian and vehicular
approaches are defensible spaces and can be readily seen from the childcare and surrounding
uses.

All major indoor activity spaces used by children should have a direct source of natural
light from a minimum of 10% of the wall area of the room. Natural light is also preferred for staff
offices and rooms, while support areas such as washrooms, kitchens and storage rooms do not
require natural light.

Indoor Activity Spaces

Provision of a range of activity settings is a key determinant of the quality of the childcare
program. Activity settings are those areas in which activities or programs directly
involving the children take place. They should be designed to accommodate a variety of
discrete activities. Most childcare facilities accommodate activity settings in the following
discrete spaces: the Activity Room, the Gross Motor/Nap Room, and the Quiet Room. See
Table 7 below for details.

Table 7: Activity Settings by Program and Room

Program Room Activity Settings

Group Childcare 0-3 Activity Room Art Sensory
Dramatic Play
Blocks
Climbing and Crawling
Puzzles and Manipulative Toys
Water, Sand, Sensory
Reading
Quiet Room Quiet Reading Settings
Quiet Retreat
Group Childcare 3-5 and Activity Room Art
Preschool Water
Sand/Texture
Dramatic Play
Science
Puzzle Games
Manipulative Toys
Blocks
Gross Motor, Circle
Reading
Wheeled and Construction Toys
Gross Motor/Nap Room Gross Motor, Nap, Movement
Quiet Room Quiet Retreat

General Considerations for Activity Setting

(a) Movement activities require a dedicated area which should include convenient
storage for wheeled toys, large blocks, musical instruments, and climbing equipment.
(b) Activity settings are defined by the following: physical location, visible boundaries,
work and sitting surfaces, materials storage and display, a mood or personality.
(c) Activity settings should be delineated by a combination of fixed and movable
elements:
(i) Fixed elements include changes in level, ceiling height, materials, room corners,
partial walls, special windows.(ii) Movable elements include movable and hung
partitions, bookcases, storage units and furniture. Where changes in level are employed
ramps should be used.
 (d) Activity settings should include places to observe, to play alone, to play alongside,
and to play together.
(e) Retreat points should be provided adjacent to activity areas and should be visually
monitorable by staff in the main activity area.

The Activity Room

This should be the largest of the program spaces.

Design Considerations

(a)It should include a mixture of open spaces and smaller alcove-type spaces and be
designed to accommodate a variety of activity settings. The design should emphasize
flexibility by utilizing movable elements to define spaces.
(b) An irregular square with alcoves and nooks is recommended. Avoid long narrow
rooms. The plan should direct children from one activity to the next and delineate,
protect and support activities in each setting.
(c) The messy/wet area will be used for art activities and eating. There should be
enough space for art/eating tables, easels, water and texture tables, and adequate
storage. Enough space is required to seat all children at once for snacks and meals.
(d) An art sink with clay trap, at least 1.0 m of counter space and closed cupboards
above and below should be provided.
(e) Circulation within an activity room should be clear and straightforward, but not
overly simplified and uninteresting. The optimum circulation path is highly visible and
snakes through a childcare, overlooking each activity. "Shopping" among activities is
itself an activity. Circulation paths should respect the boundaries of activity areas by
meandering around but not passing through activity settings. Allow sufficient space for
children engaged in activities to play uninterrupted by others passing by them.

Adjacency

(f) The Activity Room should connect and flow to the Gross Motor/Nap Room and the
Quiet Room to enable shared use and to enhance flexibility.
(g) Location of the activity settings are such that noisy and quiet, intense and calm and
messy (or wet) and tidy activities are separated. These areas should be shown on
submitted plans.
(h) The messy/wet area should be located adjacent to the kitchen and to the outdoor
play area so that on sunny days doors can be open and activities can flow between
indoor and outdoor area

Gross Motor/Nap Room

When used as a gross motor room it can be the setting for noisy, boisterous, physical
activities such as climbing or group games or larger scale, intense, small group activities
such as large blocks, music and noise makers. It also can accommodate large scale group
activities such as singing, and circle time.

Design Considerations

(a) As a nap room, it should be sized to accommodate all children for napping and allow
children to sleep without being disturbed by activities around them.
(b) Activity settings can be planned for this room with the inclusion of storage.
(c) Facilities for ages 0-3 may consider providing two smaller rooms for napping so that
fussy infants do not disturb sleeping infants. Again, these rooms can accommodate
more than one activity and should both open up to the primary activity space.

Adjacency

(d) The room should be located away from outdoor play areas.
(e) An enclosed Gross Motor/Nap Room should be provided which can be opened up to
the Activity Room to promote shared use.
The Quiet Room

A quiet room fulfills a number of other useful functions: a space where children can be
quiet and escape briefly from the hubbub of the activity room, a room for the use of
professionals working with children on a one-to-one basis, napping and/or a place where
sick children can rest while waiting for parents to pick them up.

Design Considerations

(a) The Quiet Room should be a separate room with a door, which can be used for quiet
activities for smaller groups (3-8 children). There should be enough space for a small table,
chairs and some storage.

Adjacency

(b) An enclosed Quiet Room should be provided which can be opened up to the Activity
Room to promote shared use.

Support Spaces

Kitchen

A kitchen should be provided for the preparation and clean-up of snacks and lunches.

Design Considerations

(a) Two programs could share one kitchen if its location is readily accessible to both.
(b) Kitchens should be located and designed to allow staff to supervise children in the
Activity Room while in the kitchen.
(c) If there is a shared kitchen, 0-3 programs should have separate fridges and small
microwave ovens properly mounted at counter height. If infants are in the childcare
program, include microwave for bottle warming and fridge.

Circulation/Path

(d) Kitchen location should not require staff to pass through the space in order to access
laundry, janitorial, washrooms, etc. to mitigate food safety concerns.

Cubby Area

Design Considerations

(a) A cubby area should be provided for each program. One cubby for each child should
be provided. Childcares with part-time children should include extra cubbies.
(b) There should be sufficient open floor space for a group of eight children with
one staff to get dressed for winter conditions separated from the activities of the
other children.

Adjacency

(c) The cubby area is best located immediately inside the entry used by children when
using the outdoor play yard. This arrangement ensures that wet and muddy outer
clothes and boots are not brought into the activity areas of the childcare. (d) Each
cubby area should be easily accessible to the washroom and to the outdoor covered
play area.
(e) If possible, parents of children aged 0-3 should enter through the cubby area so that
shoes can be removed before entering areas where children are playing on the floor.

Storage – storage is a key factor in providing good childcare.

Design Considerations

Three categories of storage should be provided for each childcare program:

(a) active storage - accessible to children from activity setting;
(b) semi-active storage shelves and cabinets accessible to staff above or near activity
settings; and
(c) a storage room for longer-term storage and larger equipment.
 Storage includes open and closed, fixed and movable, and multi-use and specialized
storage elements.

(d) All childcares should provide storage space for parent-owned strollers, bike trailers,
and for car seats left for a return trip in another vehicle.
(e) The storage room for longer-term storage may be shared by the programs within the
facility.
(f) All storage should be designed to address seismic safety concerns by ensuring that
tall, heavy cupboards and other furniture items are fixed to the wall.

Adjacency

(g) Dedicated built-in storage for sleeping mats adjacent to the sleeping area, personal
storage for children and staff, a variety of wall cabinets and shelves, floor units and open
visible storage should be provided.

Children's Washrooms and Diapering Area

For programs including children under 36 months, children with disabilities or children
who need additional support, a dedicated diaper changing area should be provided
within the washroom.

Design Considerations

(a) When designing the diaper changing area keep in mind that children on a change
table cannot be left unattended for even a moment. Everything the caregiver might
need to complete the change should be within reach.
(b) The space should be separated from activity areas by a low gate or other partition 75
cm to 90 cm high to protect children from potential harm. The diaper changing area
should include:
(c) a changing surface approximately 80 cm high and 60 cm deep by any length sufficient
to conduct diapering and dressing routines for two children simultaneously;
(d) an adjacent sink large and deep enough to bathe and wash off children, outfitted
with elbow faucet handles to prevent contact with contaminated hands, and equipped
with a hand-held shower attachment;
(e) space for several large, lined containers with lids for soiled diapers within arm's
reach of the caregiver but out of reach of the child;
(f) shelves or drawers for storing all supplies: wipes, clean diapers, salves, towels, etc.
within easy reach of the caregiver but out of reach of the child;
(g) enough shelf space for storage of children's individual supplies;
(h) hooks or shelves for mobiles and small toys, and a mirror along or behind the
changing surface;
(i) adequate ventilation to remove odors without drafts and sufficient heat to allow for
children's comfort during changing and bathing;
(j) a nearby toilet for disposing and flushing away feces; and
(k) room for 3 to 4 potties.

Staff should be able to visually supervise the entrance to the washroom from the main
activity area.

(l) In 0-3 programs the children’s toilets should be unscreened.

(m) For 3-5 programs there should be one partially screened toilet. The number of
fixtures must conform to the CCFL regulations.
(n) Do not provide a urinal.

Adjacency

(o) It should be located near and have visual access to the main activity area and be
close to the laundry.
Staff/Accessible Washroom

A separate staff/accessible washroom should be provided.

Design Considerations

(a) One individual staff/accessible washroom with one toilet and a sink for each facility
should be provided. Staff from more than one program may share a washroom.
(b) An additional washroom should be provided if there are more than two programs in
a facility, or if a program is too far from the staff washroom.
(c) The washroom should be large enough to permit assisted toileting.
(d) Provision of an accessible shower within the staff washroom is a desirable feature.

Parents' Room

A small separate room should be provided for parents as a resource room for reading,
staff/parent conferences, or breast feeding.

Design Considerations

(a) It should be private from the program areas and separate from the staff office with a
one-way glass to observe the activity area.
(b) One parent room may be shared by two or more programs.

Staff Offices

Staff offices should be provided for administrative activities, storage of confidential files,
private interviews and meetings, and as a refuge during staff breaks.

Design Considerations

(a) A single staff office may be shared by two or more programs.

(b) If a single office is shared by more than two programs, a staff lounge should also be
provided.

Laundry/Janitorial Area

Design Considerations

(a) A laundry area should be provided, which is not accessible to children. A washer,
dryer and folding counter should be provided.
(b) One laundry area may be shared between two programs.
(c) A janitorial area, which is not accessible to children, with a floor sink, storage shelves
and impervious wall coverings should be provided. This may be shared between two
programs.
(d) If there are more than two programs, or if a program is too far from the
laundry/janitorial area, another laundry/janitorial area is recommended.

Shared Support Spaces

Design Considerations

(a) Where four or more programs are located together, additional shared support
spaces should be provided. Support spaces should provide for central bulk storage,
garbage collection, reception and janitorial functions. See Section 2.2 for further
information.

3 Entry/Exit Security

Design Considerations

(a) The entry should be designed to facilitate supervision and security and to provide a
welcoming reception.
(b) Entries and routes should be well lit.
(c) The main entry should be immediately recognizable as a childcare with effective
signage.
(d) Care should be taken with design to ensure that potential security problems are
recognized and avoided, particularly when facilities are not located at grade.
 (e) There should be only one entry door with additional locked or alarmed doors as
required by regulations for emergency egress only. Multiple entries can pose circulation
and security problems.
(f) It should not be necessary to enter one program’s space to access another.

Circulation/Path

(g) Ideally, for security and programming reasons, the entry should be directly from the
covered outdoor play space.
(h) The preferred entry sequence is via the cubby area and from there to the primary
activity space. This arrangement minimizes tracking wet and dirt into the childcare. This
is particularly important in 0-3 programs where children spend much of their time on
the floor.
(i) If the entry is through a hallway or stairway and not directly from the outdoors, the
route should provide views to the outdoors, community spaces, or into the childcare.

Circulation

Design Considerations

Design to reduce circulation requirements and increase natural surveillance for

supervision.

(a) Corridors may be necessary in facilities where three or more programs are located. In
these circumstances long, harshly lit institutional hallways should be avoided. Partial
walls to delineate a circulation path may be necessary.
(b) Access should be provided to all childcare programs within a facility to permit visiting
of siblings, occasional use of each other's program spaces, staff sharing and support.

Outdoor Design Considerations

A sufficiently large outdoor play area is necessary to provide opportunities for children of
varying abilities to experience adventure, challenge and wonder in as natural an environment as
possible. Provincial childcare regulations require that all children spend some time outdoors every
day regardless of the weather.

General Design Considerations

(a) Each licensed program requires a dedicated, on-site fenced outdoor play area that is
planned together with the indoor area.
(b) The outdoor play space should have a favorable microclimate (i.e., wind protection
and direct sunlight), have a rich range of materials and settings including contact with
the living natural world, and be safe and secure.
(c) Outdoor space for each program should be at the same level (plus or minus 0.5 m) as
the indoor space for the same program, and be contiguous with it.
(d) Ramps for wheeled equipment should be provided when a level change exists.
(e) The outdoor area should be protected against flooding.
(f) The outdoor play space should include a covered area and an uncovered area to
accommodate the various outdoor activities. Between 1/3 and 1/2 of the outdoor area
should be clear space for group activities and physical movement.
(g) Play structure locations along walls or back to back with another play structure may
be used to reduce fall zones.

Environment

Design Considerations

(a) The outdoor space should be protected from dirt, wind, pollution, noise, fumes and
noxious smells or any hazardous elements. It should be acoustically buffered from traffic
and parking.
(b) Exhaust vents from building or parking garages and other hazardous elements should
not be located adjacent to outdoor play areas.
 (c) Sunlight access (refer to Section 1.4) should be protected by design techniques such
as glazing in south-facing fences or parapets. North-facing sites are problematic if sun
cannot reach the transition zone between indoor and outdoor space.
(d) Non-glare surfaces should be used on highly-exposed sun areas. Some shading
should be provided for a portion of the outdoor play area to offer a retreat on hot days.
Where a facility has limited shade, consider shade sails, plantings, arbors, and ground
coverings that minimize heat retention, especially for children aged 0-3.

Activity Zones

Outdoor space should be organized to offer specific activity zones for exploration by the
children. It is recommended that the outdoor play area be divided into play zones, as
follows:

Play Area Location Activity

Covered This is a transition zone from This zone is intended for quiet or concentrated
Play Area the indoors to the outside activities such as painting/art, clay/water table,
and should be located outdoor meals and for active play on rainy days.
adjacent to the entry. It is also used for napping in infant programs.
Creative This should be located near Activities may include carpentry and art projects
Zone the indoors and may be part that are messy and/or noisy.
of covered area.
Sand and This area should be near the This zone provides for play either standing or
Water covered play area, the Social sitting and encourages projective and fantasy
Zone Zone and the Dramatic Zone. play. Activity areas should include sand, water
table, water source, table and other small toys as
well as storage for these play props.
Social A central location that is This zone should provide a quiet place to sit, tell
Zone shady in the summer and and listen to stories, talk with staff or friends.
sunny in winter.
Dramatic A place for imaginative play and dress-up should
Zone be provided. This zone provides for symbolic and
parallel play and for associative and cooperative
activities. Space should be provided for a house
setting, props and utensils, large blocks and
interlocking construction toys. It is appropriate
for the wheeled toy route to extend into this
area.
Physical This zone should be located An area with equipment for balancing, climbing,
Zone away from quieter zones but sliding and swaying is recommended. Equipment
adjacent to the Dramatic should be designed to provide graduated
Zone. challenges to the appropriate program.

Other Play Considerations

(a) Wheeled Toy Path: a paved path or route for wheeled toys, trikes and bikes should
wind around other activity areas.
(b) Physical development can also be promoted through the use of mounds, boulder
clusters, paths for wheeled toys and other features throughout the outdoor setting.
(c) Natural elements should be included everywhere to provide an experience of nature
including vegetable plots, fragrant flowers, soil for digging, sand, water, trees and
shrubs, and wind toys such as sails or banners.
Landscaping

Design Considerations

(a) The outdoor space should offer a variety of surfaces and terrains.
(b) Significant areas of soft landscaping should be provided in all outdoor play yards
whether above grade or at grade.
(c) Natural features and vegetation are important. This may include grassed areas,
shrubs, trees and planters to allow for gardening opportunities. Hardy native plants and
edible landscaping is encouraged while plants with thorns should be avoided. Appendix
A provides a list of common toxic plants that should be avoided in childcare design.
(d) A hose bib should be provided for watering purposes; it would also be useful to
support sand play and water play by filling wading pools or operating a sprinkler to run
through on a hot day.
(e) A resilient fall surface, as approved by the Public Health Inspector, should be
provided at all places where children can climb, slide, or fall. Assume that children will
climb everywhere possible.
(f) Loose materials such as engineered wood chips and pea gravel can be contained with
curbs or planters, surrounds of wooden decking or other edging solutions. Areas of
loose materials should be separated from the entry to indoors by an expanse of paving
which can be swept clean periodically.

Fences and Boundaries

Design Considerations

(a) The boundaries of the outdoor space should be secure and supervisable from many
vantage points within the outdoor space and have a strong visual connection with the
main indoor activity area.
(b) Fences and gates should be designed to be non-climbable. For above-grade facilities,
fencing should incorporate opportunities for children to view their surroundings and the
world below.

Outdoor Storage and Security

Design Considerations

(a) The safety and security of the outdoor play area must be addressed when there are
adjacent uses directly beside or above it.
(b) Outdoor childcare areas should be secure, with controlled access during program
hours. Consideration should be given for security and controlled access outside of
program hours to discourage vandalism, littering and theft of equipment.
(c) Convenient and secure storage is key to the regular use and maintenance of outdoor
play equipment. Storage should be protected from rain and wind to prevent equipment
from rusting or getting water- logged and dirty. It should be securely locked to prevent
unauthorized entry.
(d) Outdoor toys, wheeled vehicles, play equipment and maintenance equipment should
be stored conveniently to points of use. All storage should be secure from unsupervised
entrance by children and outfitted with appropriate hooks, bins and shelving.
(e) Maintenance and landscaping material and equipment should be stored separately
from program equipment.

Rooftop Play Spaces

Rooftop play areas allow access to open outdoor space on densely developed sites, and
present opportunities for separation from traffic and noise and greater access to sunlight.
However, they may involve increased construction costs and present additional technical
design challenges to address constraints such as more severe climate (i.e., wind), weight,
and safety above grade. Design of play spaces above grade should incorporate planning
principles already discussed in sections on indoor and outdoor spaces with additional
consideration for the opportunities and constraints offered by the above grade location.
The design should allow for the safe exposure of children to natural elements and sun,
wind, rain, plants, water and animals.
 Design Considerations

(a) Locate to reduce noise from children disturbing adjacent uses and to reduce noise
from rooftop equipment disturbing the play space.
(b) Play space should be free of skylights, roof vents and/or other mechanical
equipment.
(c) Select a location that is protected from exaggerated wind effects around buildings. A
wind test area model may be required to determine the adequacy of setting and design.
(d) Wind effects can usually be mitigated through design techniques such as fences,
screens and deflectors. Awnings should be retractable or designed to resist the wind.
(e) Provide anchorage for all planting and equipment against the wind, and normal use.
Use smaller equipment to reduce weight and wind effects.
(f) The roof structure must be designed to carry the weight of landscaping and play
equipment, including heavy elements such as sand, water and shade trees. Location of
heavy elements over beams and columns may be needed. Consider options for lighter
weight soil, equipment and surfacing. The effect of weight is a major cost determinant.
(g) Use wind tolerant and draught resistant landscape planting (small soil pockets dry
out quickly). All vegetation should be irrigated.
(h) Protect against future roof leakage. Provide sectional play elements that allow for
incremental roof repair. Consider a redundant roof layer for extra protection.
(i) Provide adequate drainage. Clean outs should be accessible and have catch basins

Appendix: Common Toxic Plants

This list includes the more common toxic plants used in landscaping in North America. It
is not an exhaustive list of all toxic plants. The B.C. Poison Control Centre reports that
many of these plants do not cause toxicity unless ingested in very large amounts and that
symptoms may vary from a mild stomach ache, skin rash, swelling of the mouth and throat
to involvement of the heart, kidneys or other organs. If in doubt about a particular plant,
check with your local Botanical Garden or consult the AMA Handbook of Poisonous and
Injurious Plants.