Parent Child Development Corporation

TO EMPOWER FAMILIES TO IMPROVE THE QUALITY OF THEIR LIVES THROUGH EDUCATION AND SELF-HELP PROGRAMS, FAMILY-SUPPORT SERVICES, AND ADVOCACY ACTIVITIES IN PARTNERSHIP WITHIN THE COMMUNITY.

BRIDGES 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.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 INTRODUCING 3- AND 4-YEAR-OLDS TO ENGINEERING!

EARLY HEAD STARTEARLY HEAD START (EHS) CHILD CARE PARTNERSHIPS SUPPORT COMMUNITIES TO EXPAND HIGH-QUALITY EARLY LEARNING OPPORTUNITIES IN THE YEARS BEFORE PRESCHOOL. THE PARTNERSHIPS WORK TO INCREASE THE NUMBER OF EHS PROGRAMS AND CHILD CARE PROVIDERS THAT CAN MEET THE HIGHEST STANDARDS OF QUALITY FOR INFANTS AND TODDLERS.EHS PARTNERSHIPS BRING TOGETHER THE BEST OF TWO WORLDS BY COMBINING THE STRENGTHS OF CHILD CARE AND EHS PROGRAMS. THE PROGRAM INTEGRATES EHS 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 BEHAVIOR IN THE CLASSROOM INCREASES. 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 BY 55%. EVERY CLASSROOM HAD TWO OR MORE CHILDREN WITH CHALLENGING BEHAVIOR, PARTIALLY DUE TO OUTSIDEINFLUENCES. THEY ARE DISENGAGED. PARENTS ARE NOT PARENTING AND SOME OF THE CHILDREN'S BASIC NEEDS ARE NOT BEING MET, RESULTING IN INCREASED BEHAVIOR ISSUES.OUR EHS PARTNERSHIP PROGRAM PROVIDES TRAUMA-INFORMED CARE AND TRAUMA-SMART ENVIRONMENTS. PRENATAL SUPPORT IS PROVIDED IN COLLABORATION WITH COMMUNITY PARTNERS. THROUGH PARTNERSHIPS WITH LOCAL CHILD CARE CENTERS AND FAMILY CHILD CARE HOMES, PCDC MEETS THE NEED FOR COMPREHENSIVE CHILD DEVELOPMENT SERVICES FOR INFANTS, TODDLERS, AND THEIR FAMILIES IN THE SURROUNDING COMMUNITIES. WE HAVE CONTRACTS WITH THREE CHILD CARE CENTERS AND THREE FAMILY CHILD CARE HOMES IN THE COMMUNITIES OF CHARLES CITY, GLOUCESTER, KING & QUEEN, KING WILLIAM, MIDDLESEX, AND WEST POINT. ALL PARTNERS OPERATE STATE LICENSED CHILD CARE PROGRAMS.PCDC PROVIDES TRAINING, ON-SITE SUPPORT, RESOURCE INFORMATION AND FINANCIAL SUPPORT TO ENSURE ALL PARTNERS UNDERSTAND AND ARE ABLE TO FULLY MEET HEAD START PERFORMANCE STANDARDS. TEACHER-CHILD RATIOS OF 1:4 ARE MAINTAINED IN ALL CENTER-BASED CLASSROOMS. STAFF MEMBERS FROM PCDC AND ITS PARTNERS RECEIVE THE NECESSARY PROFESSIONAL DEVELOPMENT TO BE ABLE TO TRANSITION INTO THE ROLE OF AN EARLY HEAD START TEACHER. PROFESSIONAL DEVELOPMENT PROGRAMS FOCUS ON HEAD START PERFORMANCE STANDARDS, EARLY CHILDHOOD DEVELOPMENT, THE HIGH SCOPE CURRICULUM, SOCIAL AND EMOTIONAL INTELLIGENCE, INFANT/TODDLER MENTAL HEALTH, PHYSICAL HEALTH, AND FAMILY ENGAGEMENT.

SMART START/EHS CLASSROOM/USDA/SAFE & STABLE PROGRAMSTHE 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/PRE-KINDERGARTEN CLASSES, FULL- AND PART-TIME CARE, AND SCHOOL-AGE CARE, MONDAY THROUGH FRIDAY, FROM 7:00 A.M. TO 6:00 P.M. OUR SMART START PROGRAM INCLUDES THE INFANT, TODDLER, PRESCHOOL, AND PRE-KINDERGARTEN CLASSES. THE ALL STARS PROGRAM IS FOR SCHOOL-AGE CHILDREN.NATURAL LEARNING ENVIRONMENTBOTH THE INDOOR AND OUTDOOR LEARNING ENVIRONMENTS ARE DESIGNED WITH NATURALSCAPES IN MIND. OUR DEVELOPMENTALLY APPROPRIATE ENVIRONMENTS HAVE A COMFORTABLE, HOME-LIKE ATMOSPHERE THAT PROVIDE VARIOUS PLACES FOR THE CHILDREN TO EXPLORE, SUPPORTING ALL OF THE FUNCTIONAL AREAS SUCH AS GROSS MOTOR SKILLS, EARLY LITERACY DEVELOPMENT, SYMBOLIC PLAY, MANIPULATIVE PLAY AND SENSORY PLAY. OUR INDOOR AND OUTDOOR ENVIRONMENTS ARE DESIGNED TO BE FLEXIBLE ENOUGH TO SUPPORT CHILDREN'S VARYING DEVELOPMENTAL ABILITIES AND INDIVIDUAL INTERESTS.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 CLARIFY 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.PROMOTING SAFE AND STABLE FAMILIES (PSSF)DEPARTMENT OF SOCIAL SERVICES (DSS) KING WILLIAM COUNTYTHE PROMOTING SAFE AND STABLE FAMILIES PROGRAM (PSSF) IS DESIGNED TO ASSISTCHILDREN AND FAMILIES TO RESOLVE CRISES, CONNECT WITH NECESSARY AND APPROPRIATE SERVICES, AND REMAIN SAFELY TOGETHER IN THEIR OWN HOMES WHENEVER POSSIBLE.PSSF PROGRAM PURPOSE AND OBJECTIVESTHE PURPOSE OF PSSF IS TO ENABLE STATES AND TRIBES TO OPERATE A COORDINATED PROGRAM OF COMMUNITY-BASED SERVICES FOR THE FOLLOWING OBJECTIVES:TO PREVENT CHILD MALTREATMENT AMONG AT-RISK FAMILIES THROUGH THE PROVISION OF SUPPORTIVE FAMILY SERVICES (FAMILY SUPPORT SERVICES)TO ASSURE CHILDREN'S SAFETY WITHIN THE HOME AND PRESERVE INTACT FAMILIES IN WHICH CHILDREN HAVE BEEN MALTREATED, WHEN THE FAMILY'S PROBLEMS CAN BE ADDRESSED EFFECTIVELY (FAMILY PRESERVATION SERVICES)TO ADDRESS THE PROBLEMS OF FAMILIES WHOSE CHILDREN HAVE BEEN PLACED IN FOSTER CARE SO THAT REUNIFICATION MAY OCCUR IN A SAFE AND STABLE MANNER (TIME-LIMITED FAMILY REUNIFICATION SERVICES)TO SUPPORT ADOPTIVE FAMILIES BY PROVIDING SUPPORT SERVICES AS NECESSARY SO THAT THEY CAN MAKE A LIFETIME COMMITMENT TO THEIR CHILDRENU.S. DEPARTMENT OF AGRICULTURE (USDA) CHILD AND ADULT CARE FOOD PROGRAM (CACFP)USDA'S FOOD AND NUTRITION SERVICE (FNS) WORKS TO REDUCE FOOD INSECURITY AND PROMOTE NUTRITIOUS DIETS AMONG THE AMERICAN PEOPLE. THE AGENCY ADMINISTERS PROGRAMS THAT LEVERAGE AMERICAN'S AGRICULTURAL ABUNDANCE TO ENSURE CHILDREN AND LOW-INCOME INDIVIDUALS AND FAMILIES HAVE NUTRITIOUS FOOD TO EAT. FNS ALSO CO-DEVELOPS THE DIETARY GUIDELINES FOR AMERICANS, WHICH PROVIDE SCIENCE-BASED NUTRITION RECOMMENDATIONS AND SERVE AS THE CORNERSTONE OF FEDERAL NUTRITION POLICY.YOUNG CHILDREN NEED QUALITY NUTRITION FOR HEALTHY DEVELOPMENT. PCDC PARTICIPATES IN THE CACFP FOOD PROGRAM TO ENSURE CHILDREN HAVE ACCESS TO NUTRITIOUS MEALS AND SNACKS. THE CHILD AND ADULT CARE FOOD PROGRAM (CACFP) IS A FEDERAL PROGRAM THAT PROVIDES REIMBURSEMENTS FOR NUTRITIOUS MEALS AND SNACKS TO ELIGIBLE CHILDREN WHO ARE ENROLLED FOR CARE AT OUR CHILD CARE CENTERS. CACFP ALSO PROVIDES REIMBURSEMENTS FOR MEALS SERVED TO CHILDREN AND YOUTH PARTICIPATING IN AFTERSCHOOL CARE PROGRAMS, RESIDING IN EMERGENCY SHELTERS, AND ENROLLED IN DAYCARE FACILITIES. CACFP CONTRIBUTES TO THE WELLNESS, HEALTHY GROWTH, AND DEVELOPMENT OF YOUNG CHILDREN. THEY OFFER MEAL-PLANNING GUIDANCE AND TRAINING TO HELP PCDC PROVIDE AND SERVE NUTRITIOUS MEALS AND SNACKS.CACFP BENEFITS EVERYONE, HELPING PROVIDERS TO STRETCH THEIR BUDGETS, IMPROVE QUALITY OF CARE, AND SERVE KIDS HEALTHY FOODS, ALL AT NO ADDED COST TO FAMILIES. PCDC WILL PARTNER WITH LOCAL FARMERS TO IMPLEMENT A "FARM-TO-TABLE" FOOD PROGRAM TO ENSURE HEALTHY HABITS TAKE ROOT IN EALRY CHILDHOOD.

THE CORONAVIRUS AID, RELIEF, AND ECONOMIC SECURITY (CARES) ACT INCLUDES FUNDING FOR PROGRAMS UNDER THE HEAD START ACT TO SUPPORT PREVENTATIVE, PREPAREDNESS, AND RESPONSIVE ACTIVITIES DURING THE CORONAVIRUS PANDEMIC. FUND WERE AVAILABLE FOR PROGRAMS TO OPERATE SUPPLEMENTAL SUMMER PROGRAMS. THE AMERICAN RESCUE PLAN (ARP) PROVIDES MANY SOURCES OF DIRECT AND INDIRECT FINANCIAL RELIEF FOR LOW-INCOME FAMILIES. HEAD START PROGRAMS CAN HELP ALL STAFF AND FAMILIES ACCESS CRITICAL SUPPORTS FOR WHICH THEY'RE ELIGIBLE. THE HEAD START ACT RECOGNIZES THAT LACK OF RESOURCES IN A COMMUNITY ADVERSELY IMPACTED BY A MAJOR DISASTER MAY PREVENT HEAD START GRANTEES FROM SERVING OUR HEAD START FAMILIES. COVID GRANT FUNDS ARE USED TO SUPPORT PARENT CHILD DEVELOPMENT CORPORATION, PCDC'S MISSION AND VISION. PCDC TAKES GREAT PRIDE IN ENSURING DEVELOPMENTALLY APPROPRIATE EDUCATIONAL SUPPLIES ARE PURCHASED TO STIMULATE ACADEMIC GROWTH AND SCHOOL READINESS. THE COVID FUNDS ARE ESPECIALLY VITAL TO MAINTAINING THE QUALITY OF HEALTH AND SAFETY FOR OUR CHILDREN. PCDC SUPPORT A PROGRAM-WIDE CULTURE THAT PROMOTES CHILDREN'S MENTAL HEALTH, SOCIAL AND EMOTIONAL WELL-BEING, AND OVERALL HEALTH.PCDC PRIORITIZE PROGRAMS FOR RISING KINDERGARTNERS, CHILDREN WITH DISABILITIES, CHILDREN EXPERIENCING FOOD OR HOUSING INSECURITY, CHILDREN THAT WERE NOT ABLE TO RECEIVE ANY IN-PERSON SERVICES THIS YEAR, OR OTHER AREAS DETERMINED BY COMMUNITY NEEDS.PCDC HAVE FLEXIBILITY TO DETERMINE WHICH ONE-TIME INVESTMENTS BEST SUPPORT THE NEEDS OF STAFF, CHILDREN, AND FAMILIES, WHILE ADHERING TO FEDERAL, STATE, AND LOCAL GUIDANCE. IN MAKING THESE DETERMINATIONS, GRANTEES SHOULD CONSIDER HOW THE USE OF THE ONE-TIME FUNDS COULD MEET BOTH SHORT- AND LONG-TERM NEEDS AND DETERMINE WHETHER PURCHASING, LEASING, OR CONTRACTING FOR SERVICES IS MORE PRUDENT.PROGRAMS ARE ALSO ALLOWED TO USE HEAD START BASE GRANT FUNDING TO SUPPORT STAFF WELLNESS EFFORTS. THESE EFFORTS ARE ALSO ALLOWABLE COSTS FOR FUNDING RECEIVED THROUGH THE CORONAVIRUS RESPONSE AND RELIEF SUPPLEMENTAL APPROPRIATIONS (CRRSA) AND THE AMERICAN RESCUE PLAN (ARP) ACTS. PCDC SUPPORT THEIR DECISIONS TO USE BASE, CRRSA, ARP, OR OTHER FUNDING FOR STAFF WELLNESS ACTIVITIES WITH WRITTEN POLICIES AND ADEQUATE DOCUMENTATION.OVERALL, THE AWARD ALLOWS PCDC TO IMPROVE THE LEARNING ENVIRONMENT AS WELL AS MAINTAIN A SAFE AND SANITARY ENVIRONMENT FOR CHILDREN DURING THIS PANDEMIC.FUNDS ARE ALSO USED TO BRING TECHNOLOGY INTO THE HOMES OF OUR FAMILIES WHEN THE SITUATION ARISES FOR VIRTUAL LEARNING DURING THE COVID PANDEMIC. WE CONTINUE OFFERING HIGH-QUALITY LEARNING OPPORTUNITIES EVEN THROUGH ADVERSE CONDITIONS.