PARENT-CHILD DEVELOPMENT CORPORATION

HEAD STARTPCDC USED ITS MOST RECENT SELF-ASSESSMENT AND COMMUNITY ASSESSMENT TO ENHANCE ITS APPROACH TO DESIGNING PROGRAM SERVICES PROVIDED TO FAMILIES IN THEIR SERVICE AREA.ACCESS TO AFFORDABLE CHILD CARE, MEDICAL AND DENTAL SERVICES IN THE SERVICE AREA IS EXTREMELY LIMITED. ENROLLED CHILDREN AND FAMILIES RECEIVE TRAINING THAT WILL PROVIDE THEM WITH THE SKILLS NECESSARY TO IMPROVE THEIR QUALITY OF LIFE.COMPREHENSIVE SERVICES ARE PROVIDED TO PRESCHOOL CHILDREN WHO NEED CARE AND SUPPORT THROUGH THE EARLIEST STAGES OF THEIR DEVELOPMENT. PCDC DEVELOPS PROGRAMS TO HELP THESE CHILDREN, AND THEIR FAMILIES, REACH THEIR FULL POTENTIAL - PHYSICALLY, SOCIALLY, EMOTIONALLY AND INTELLECTUALLY. TRAUMA-INFORMED CARE IS A HIGH PRIORITY. EACH YEAR, CHALLENGING BEHAVIOR IN THE CLASSROOM INCREASES. PCDC CONTINUES TO PROVIDE A DEEPER AWARENESS OF THE CAUSES AND TYPES OF TRAUMA FAMILIES HAVE EXPERIENCED. OUR TEACHERS AND STAFF HAVE A GREATER UNDERSTANDING OF TRAUMA'S EFFECTS ON BEHAVIOR. THE BRIDGES HEAD START PROGRAM PROVIDES TRAUMA-INFORMED CARE AND TRAUMA-SMART ENVIRONMENTS. ADDITIONAL SUPPORTS ARE PROVIDED IN THE CLASSROOMS TO HELP MANAGE AND AMELIORATE EXISTING CHALLENGING BEHAVIORS.PCDC IS ALSO TAKING THE LEAD WITH THEIR STEAM EFFORTS - SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATH. IN TODAY'S WORLD, CHILDREN HAVE LESS OPPORTUNITY TO THINK DEEPLY AND INNOVATE CREATIVELY. EXPERIENCES WHICH CULTIVATE THESE SKILL SETS ARE LARGELY ABSENT IN EARLY EDUCATION AT THE AGE WHEN THESE SKILLS ARE MOST CRITICAL. PCDC SEEKS TO PROVIDE THESE EXPERIENCES THROUGH PLAYFUL, OPEN-ENDED EXPERIENCES THAT PROMOTE INTENTIONAL LEARNING, INVESTIGATIVE PERSONALITIES AND PROBLEM SOLVING. THROUGH THESE EXPERIENCES, A FOUNDATION FOR LIFELONG CURIOSITY AND DEVELOPMENT OF THE WHOLE CHILD IS CULTIVATED. PCDC IS CREATIN LIFELONG LEARNERS.

SMART STARTTHE SMART STARTPROGRAM IS A STATE LICENSED, FULL-SERVICE CHILD CARE PROGRAM, PROVIDING CARE FOR CHILDREN SIX WEEKS TO TWELVE YEARS OF AGE, LOCATED AT THE PCDC TRI-RIVERS CENTER IN WEST POINT, VA. THE PROGRAM OFFERS DEVELOPMENTAL PRESCHOOL CLASSES, FULL- AND PART-TIME CARE, AND SCHOOL-AGE CARE, MONDAY THROUGH FRIDAY, FROM 6:30 A.M. TO 6:00 P.M. OUR SMART START PROGRAM INCLUDES THE INFANT, TODDLER, PRESCHOOL, AND PRE-KINDERGARTEN CLASSES.THE PROGRAM INTEGRATES COMPREHENSIVE SERVICES AND RESOURCES INTO TRADITIONAL CHILD CARE AND FAMILY SETTINGS. OUR PARTNERS USE LAYERED FUNDING TO PROVIDE COMPREHENSIVE SERVICES AND HIGH-QUALITY EARLY LEARNING ENVIRONMENTS FOR LOW-INCOME WORKING FAMILIES WITH INFANTS AND TODDLERS LONG-TERM OUTCOMES FOR THE PROGRAM INCLUDE:- SUSTAINED, MUTUALLY RESPECTFUL AND COLLABORATIVE PCDC EHS CHILD CARE PARTNERSHIPS- A MORE HIGHLY-EDUCATED AND FULLY-QUALIFIED WORKFORCE PROVIDING HIGH-QUALITY INFANT/TODDLER CARE AND EDUCATION- AN INCREASED SUPPLY OF HIGH-QUALITY EARLY LEARNING ENVIRONMENTS AND INFANT/TODDLER CARE AND EDUCATION PROVIDERS- WELL-ALIGNED EARLY CHILDHOOD POLICIES, REGULATIONS, AND RESOURCES, WITH QUALITY IMPROVEMENT SUPPORT AT NATIONAL, STATE, AND LOCAL LEVELS- IMPROVED FAMILY AND CHILD WELL-BEING AND PROGRESS TOWARD SCHOOL READINESSCOMPREHENSIVE SERVICES ARE PROVIDED TO INFANTS AND TODDLERS NEEDING CARE AND SUPPORT THROUGH THE EARLIEST STAGES OF THEIR DEVELOPMENT. PCDC DEVELOPS PROGRAMS TO HELP THESE CHILDREN, AND THEIR FAMILIES, REACH THEIR FULL POTENTIAL - PHYSICALLY, SOCIALLY, EMOTIONALLY AND INTELLECTUALLY. TRAUMA-INFORMED CARE IS A HIGH PRIORITY. EACH YEAR, CHALLENGING BEHAVIORS IN THE CLASSROOMS INCREASE. PCDC CONTINUES TO PROVIDE A DEEPER AWARENESS OF THE CAUSES AND TYPES OF TRAUMA THEIR FAMILIES HAVE EXPERIENCED. OUR TEACHERS AND STAFF HAVE A GREATER UNDERSTANDING OF TRAUMA'S EFFECTS ON BEHAVIOR. OUR MENTAL HEALTH REFERRALS HAVE INCREASED SIGNIFICANTLY. EVERY CLASSROOM HAD CHILDREN WITH CHALLENGING BEHAVIORS, PARTIALLY DUE TO OUTSIDE INFLUENCES. THIS INCLUDES DISENGAGED PARENTS WHO ARE NOT PARENTING AND SOME OF THE CHILDREN'S BASIC NEEDS ARE NOT BEING MET, RESULTING IN INCREASED BEHAVIORAL ISSUES.OUR EDUCATIONAL PHILOSOPHYOUR PROGRAM PROMOTES THE DEVELOPMENT OF THE "WHOLE" CHILD USING A PROGRESSIVE EDUCATIONAL APPROACH. CHILDREN'S PHYSICAL, SOCIAL, PSYCHOLOGICAL, AND INTELLECTUAL GROWTH ARE ENCOURAGED, AND AN EFFORT IS MADE TO ACHIEVE A BALANCE OF GROWTH IN THESE FOUR AREAS. OUR DEVELOPMENTAL PROGRAM ALSO RECOGNIZES THAT CHILDREN DEVELOP ACCORDING TO THEIR OWN UNIQUE TIMETABLES, SO THEY ARE ENCOURAGED TO PROCEED AT THEIR OWN RATE. FORCED "ACCELERATION" OF DEVELOPMENT IS NOT PROMOTED, YET CHILDREN ARE ENCOURAGED TO MOVE TO HIGHER CONCEPTUAL AND SKILL LEVELS WHEN READY TO DO SO. DEVELOPMENTAL EDUCATION IS ACTIVITY-BASED; LITTLE "PASSIVE" LEARNING TAKES PLACE. CHILDREN LEARN BY DOING, AND THEY ARE ENCOURAGED TO INTERACT WITH THEIR ENVIRONMENT. A DEVELOPMENTAL PROGRAM PROVIDES A RESPONSIVE, STIMULATING ENVIRONMENT THAT INCLUDES A VARIETY OF CONCRETE LEARNING MATERIALS AND TOYS, A WIDE RANGE OF DAILY ACTIVITIES, AND WARM, RESPONSIVE ADULTS WHO GUIDE CHILDREN THROUGH APPROPRIATE LEARNING EXPERIENCES. PLAY IS AN IMPORTANT ELEMENT OF A DEVELOPMENTAL PROGRAM, AS IT IS RECOGNIZED AS A WAY THAT CHILDREN ACT UPON THEIR ENVIRONMENT, BECOMING MORE EFFECTIVE IN THEIR ACTIONS, AND RECEIVING PERSONAL SATISFACTION. OUR DEVELOPMENTAL PROGRAM ALSO ENCOURAGES CHILDREN TO INTERACT WITH ADULTS AND PEERS. SILENCE IS NOT GOLDEN! THROUGH INTERACTION WITH OTHERS, CHILDREN EXPRESS THEIR THOUGHTS AND PERCEPTIONS, BUILD LANGUAGE AND SOCIAL SKILLS, AND EXPERIENCE THE SATISFACTION, WHICH IS DERIVED FROM WORKING COOPERATIVELY WITH OTHERS. FINALLY, AS THEY PARTICIPATE IN A DEVELOPMENTAL PROGRAM, CHILDREN ARE SUPPORTED IN THEIR EFFORTS TO MAKE DECISIONS, TO THINK CREATIVELY, AND TO SOLVE PROBLEMS. THEY ARE ENCOURAGED TO BECOME CONFIDENT, COMPETENT INDIVIDUALS FOR WHOM LEARNING IS AN EXCITING, LIFELONG PROCESS.