Meeting Each Child's Individual Needs
Our program implements the Creative Curriculum which is a comprehensive scientific, research-based curriculum for providing developmentally appropriate practices for young children.
Children participate in indoor and outdoor play and are introduced to the concepts of letters and numbers. They are encouraged to express their feelings and to develop self-confidence and the ability to get along with others through a PATHS (Promote Alternating Thinking Skills) curriculum. It also aims to meet the ethnic and cultural needs of the local community.
Our program uses a variety of curriculum enhancements such as:
- Cavity Free Kids
- Second Step Talking About Touching.
- Active Play
- Color Me Healthy
Our Creative Curriculum
The Foundation for Learning
A Typical Day at Head Start
Every classroom designs a daily schedule to provided consistency and regular routine for young children. The schedule includes a balanced program of child initiated and adult-directed activities, including individual and small group activities, routines, and transitions. Provide alternating periods of quiet and active play. Conduct smooth and unregimented transitions between activities. Children should not always be required to move from one activity to another as a group. Transitions as a vehicle for learning.
Every classroom schedule is required to have the following components:
- Circle Times (Opening Circle, Language and Literacy, ABC)
- Center times
- Small group activities
- Mealtimes (breakfast, lunch or snack)
- Outside/ Physical Development
- Music Time
- Tooth brushing
Our classrooms have 3 teaching staff to a class size of 16-18 children. Each classroom is staffed with a Lead Teacher, Teacher Assistant, and Classroom Support Staff.
Lead Teachers are required to have teaching credentials at or above a Bachelor's Degree in Early Childhood Education or a related field. Teacher Assistants are required to have an Associate’s degree or a CDA (Child Development Accreditation). Classroom Support Staff are required to have a High School Diploma or GED. Teaching staff are also required to have 15 hours annually of professional training that links directly to classroom work.
Our program has established a systematic process for transitioning children from home, another Pre-K or child care into Head Start, from one class or option to another within Head Start, from Head Start into another preschool setting and from Head Start into kindergarten.
It is important to engage parents and children from the beginning of the transition process starting with their first preschool experience to the transition into elementary school.
In order to maximize each child’s learning potential, each child will have individual goals based on current developmental abilities and individual zones of proximal development. BCHS system for individualization is linked to processes of child screening and assessment that result in individualized plans for learning.
The process of gathering individual child information is begun on the Initial Teacher Home Visit through the parent interview and is recorded on the Child Profile Form for use in individual child planning. This tool is updated by teachers throughout the year and is shared in subsequent contacts with parents.
Battelle Screenings are completed within 45 calendar days of enrollment. The Battelle Screening is an early childhood instrument based on the concepts of developmental milestones. As a child develops, he or she typically attains critical skills and behaviors sequentially from simple to complex. The screening helps measure a child's progress along a developmental continuum.
Blair County Head Start ensures our school readiness goals support the children’s development of the skills, knowledge and attitudes necessary for success in school and to engage parents as active partners in that process. Physical, cognitive, social, and emotional development are all essential ingredients of school readiness.
- Head Start views school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life.
- Programs must establish school readiness goals that are appropriate for the ages and development of enrolled children in the following domains: Language and Literacy, Cognition, Approaches to Learning, Physical Health and Motor Development, Social and Emotional Development
- Implementing and measuring progress toward school readiness goals helps programs individualize for each child and ensure that children know and can do what is needed to be ready for kindergarten.
- Head Start respects parents as their children's primary nurturers, teachers, and advocates, and programs are required to consult with parents in establishing school readiness goals
- As children transition to kindergarten, Head Start programs and schools should work together to promote school readiness and engage families.
Blair Senior Foster Grandparent Program
Local Colleges and Universities
Penn State C-COR
High School Volunteers
Frequently Asked Questions
- Planning around children's interests, strengths and developmental needs
- Regular observation and on-going educational assessment
- Hands-on interactive learning
- Language and literacy enrichment
- A variety of materials and equipment
- Safe, organized, child-friendly environment
- Individualized programming
- Sensory exploration
- Problem solving
- Adult support
- Consistent daily routine
Need More Info?
If you have additional questions or would like more information, send us a message by clicking the button below or call us at 814-946-5247.