South Central Los Angeles Ministry Project Inc

The Early Childhood Program provided 79 children (61 preschoolers, 18 infants and toddlers), ages 0-5, offering each child 612.5 hours of Early Education. For a total of 48,387 hours of onsite Early Education. Results of Fall 2024 and Spring 2025 Desired Results Developmental Profile (DRDP) assessments revealed that all children made developmental gains. Children ages 3-5 showed significant gains, as measured by the percentage who advanced to the top developmental levels - which indicate ready or nearly ready for kindergarten entry - in each of the following domains (pre-post): self-regulation (0%-61%), social-emotional (3%-66%), language/literacy (0%-68%), math (0%-63%), health (3%-68%), and physical development (3%-63%). By years end, a higher percentage of children had also developed important skills for starting kindergarten, such as writing their name (63%-96%) and using scissors correctly (63%-83%). We referred 16% of preschoolers for evaluation for developmental delays (national average is 6.4%) to ensure they received timely early intervention, as appropriate.

The Parent Education program provided Family Literacy parenting classes to 30 mothers for a total of 231 hours per person and a total of 6930 hours for the entire group. Additionally, we provided 20 online hours of parenting classes to 13 parents for a total of 260 parenting hours to the entire group. We also provided a total of 578 hours of Kinship support to 17 adults. Lastly, we offered 3 weekly hours of PCILA classes (Parent Child Interactive Literacy Activities) to 30 mothers equipping them with the tools and strategies to support their childrens learning at home. In the Family Literacy program, pre- and post-surveys revealed increases in mothers engagement in activities that promote childrens learning and development, pre- and post-program surveys showed an increase - to three or more times per week - in mothers engagement in activities that support their childs development, including talking about letters of the alphabet (39%-61%), asking predictive questions while reading (29%-50%), and encouraging use of crayons or other writing tools (68%-89%). Mothers also reported increased involvement in their childrens education and community. More visited the library monthly (21%-50%) and regularly communicated with their childs teacher (36%-57%), attended school events (46%-79%), and participated in parent meetings such as PTA (14%-36%). Additionally, the percentage of mothers who felt confident in their ability to be a leader in their community rose from 29% to 61%.