Serving Washington County

The Family Center’s mission is to build resourceful families and healthy children to create a strong community.

For Children

Children are our most valuable resource. What a child doesn’t receive he can seldom later give.

For Youth

Increasing the active participation and partnership with young people, to better serve them.

For Families

Each family has strengths and can take a primary role in its own development.

Conoravirus Resources

Let’s Grow Kids
Building Bright Futures
Washington and Northern Orange Counties Regional Response Newsletters
April 18 Newsletter
April 25 Newsletter

 

Family Center News and Events

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The Family Center would like to share the following from Natural Resources:

Making a Smooth Transition
With schools in such an unusual state over the past few months, younger children (in grades preschool–2) may struggle to understand that the last school year ended and that, when they return to school this fall, the settings will have changed. Not only will COVID-19 guidelines bring new procedures, but most children will be entering a different grade, in a different classroom, with a different teacher and classmates, maybe partially or wholly online — all without benefit of the “ending” rituals of the prior year that help ease the transition from one school setting to another. To help families explain the upcoming transitions in ways that make sense, Melissa Butler, founder of the Children’s Innovation Project and the reimaginging project, and Junlei Li, the Saul Zaentz senior lecturer of early childhood education, provide simple strategies that families can start to use now at this website.
www.gse.harvard.edu/news/uk/20/07/making-smooth-transition

Supporting Transitions: Using Child Development as a Guide
During the course of a child’s life, change is inevitable. Families move, siblings are born, school begins and, consequently, transitions happen. Knowing about children’s development can help us understand how children respond to transition. In addition, when program staff collaborate with families, they can learn how individual children experience change. The suggestions in this resource can help.
eclkc.ohs.acf.hhs.gov/publication/supporting-transitions-using-child-development-guide (English)
eclkc.ohs.acf.hhs.gov/es/publicacion/apoyo-las-transiciones-uso-del-desarrollo-infantil-como-guia (Spanish)

Supporting Smooth Transitions into Kindergarten During the COVID-19 Pandemic
The transition to kindergarten can be a stressful time for students and families even in normal times. And we’re not living in normal times. Communities across the country are being forced to get creative with how to ensure a smooth transition to kindergarten in a time where in-person activities and communication might not be possible. This article offers suggestions for ways in which programs can support an effective process, whether it’s actual or virtual. www.newamerica.org/education-policy/edcentral/supporting-smooth-transitions-kindergarten-during-c...

The Leadership Team's Guide for Re-Opening Programs
This document from the National Center for Pyramid Model Innovations (NCPMI) guides local program leadership teams on considerations for supporting children, families, and staff as they return to the program. It includes well-known Pyramid Model practices and encourages practitioners to think about those strategies from a trauma-informed perspective. This approach can guide programs in providing a safe and nurturing environment where children, families, and staff can build resilience, feel safe, and recover.
challengingbehavior.cbcs.usf.edu/docs/Leadership_ReOpening_Guide.pdf

The Gift of Language: A Gumdrop[1]
Each transition gives family members and professionals the opportunity to reflect on and appreciate the unique gifts that each child brings. This brief video uses the words and feelings of children to express the importance of incorporating each child’s “gifts” in any setting. www.coxcampus.org/the-gift/
... See MoreSee Less

The Family Center would like to share the following from Natural Resources:

Making a Smooth Transition
With schools in such an unusual state over the past few months, younger children (in grades preschool–2) may struggle to understand that the last school year ended and that, when they return to school this fall, the settings will have changed. Not only will COVID-19 guidelines bring new procedures, but most children will be entering a different grade, in a different classroom, with a different teacher and classmates, maybe partially or wholly online — all without benefit of the “ending” rituals of the prior year that help ease the transition from one school setting to another. To help families explain the upcoming transitions in ways that make sense, Melissa Butler, founder of the Children’s Innovation Project and the reimaginging project, and Junlei Li, the Saul Zaentz senior lecturer of early childhood education, provide simple strategies that families can start to use now at this website.
https://www.gse.harvard.edu/news/uk/20/07/making-smooth-transition
 
Supporting Transitions: Using Child Development as a Guide
During the course of a child’s life, change is inevitable. Families move, siblings are born, school begins and, consequently, transitions happen. Knowing about children’s development can help us understand how children respond to transition. In addition, when program staff collaborate with families, they can learn how individual children experience change. The suggestions in this resource can help.
https://eclkc.ohs.acf.hhs.gov/publication/supporting-transitions-using-child-development-guide (English)
https://eclkc.ohs.acf.hhs.gov/es/publicacion/apoyo-las-transiciones-uso-del-desarrollo-infantil-como-guia (Spanish)
 
Supporting Smooth Transitions into Kindergarten During the COVID-19 Pandemic
The transition to kindergarten can be a stressful time for students and families even in normal times. And we’re not living in normal times. Communities across the country are being forced to get creative with how to ensure a smooth transition to kindergarten in a time where in-person activities and communication might not be possible. This article offers suggestions for ways in which programs can support an effective process, whether it’s actual or virtual. https://www.newamerica.org/education-policy/edcentral/supporting-smooth-transitions-kindergarten-during-covid-19-pandemic/
 
The Leadership Teams Guide for Re-Opening Programs
This document from the National Center for Pyramid Model Innovations (NCPMI) guides local program leadership teams on considerations for supporting children, families, and staff as they return to the program. It includes well-known Pyramid Model practices and encourages practitioners to think about those strategies from a trauma-informed perspective. This approach can guide programs in providing a safe and nurturing environment where children, families, and staff can build resilience, feel safe, and recover.
https://challengingbehavior.cbcs.usf.edu/docs/Leadership_ReOpening_Guide.pdf
 
The Gift of Language: A Gumdrop[1]
Each transition gives family members and professionals the opportunity to reflect on and appreciate the unique gifts that each child brings. This brief video uses the words and feelings of children to express the importance of incorporating each child’s “gifts” in any setting.  https://www.coxcampus.org/the-gift/

The Family Center would like to share the following event: ... See MoreSee Less

The Family Center would like to share the following event:
Load more
Comments Box SVG iconsUsed for the like, share, comment, and reaction icons

The Family Center would like to share the following from Natural Resources:

Making a Smooth Transition
With schools in such an unusual state over the past few months, younger children (in grades preschool–2) may struggle to understand that the last school year ended and that, when they return to school this fall, the settings will have changed. Not only will COVID-19 guidelines bring new procedures, but most children will be entering a different grade, in a different classroom, with a different teacher and classmates, maybe partially or wholly online — all without benefit of the “ending” rituals of the prior year that help ease the transition from one school setting to another. To help families explain the upcoming transitions in ways that make sense, Melissa Butler, founder of the Children’s Innovation Project and the reimaginging project, and Junlei Li, the Saul Zaentz senior lecturer of early childhood education, provide simple strategies that families can start to use now at this website.
www.gse.harvard.edu/news/uk/20/07/making-smooth-transition

Supporting Transitions: Using Child Development as a Guide
During the course of a child’s life, change is inevitable. Families move, siblings are born, school begins and, consequently, transitions happen. Knowing about children’s development can help us understand how children respond to transition. In addition, when program staff collaborate with families, they can learn how individual children experience change. The suggestions in this resource can help.
eclkc.ohs.acf.hhs.gov/publication/supporting-transitions-using-child-development-guide (English)
eclkc.ohs.acf.hhs.gov/es/publicacion/apoyo-las-transiciones-uso-del-desarrollo-infantil-como-guia (Spanish)

Supporting Smooth Transitions into Kindergarten During the COVID-19 Pandemic
The transition to kindergarten can be a stressful time for students and families even in normal times. And we’re not living in normal times. Communities across the country are being forced to get creative with how to ensure a smooth transition to kindergarten in a time where in-person activities and communication might not be possible. This article offers suggestions for ways in which programs can support an effective process, whether it’s actual or virtual. www.newamerica.org/education-policy/edcentral/supporting-smooth-transitions-kindergarten-during-c...

The Leadership Team's Guide for Re-Opening Programs
This document from the National Center for Pyramid Model Innovations (NCPMI) guides local program leadership teams on considerations for supporting children, families, and staff as they return to the program. It includes well-known Pyramid Model practices and encourages practitioners to think about those strategies from a trauma-informed perspective. This approach can guide programs in providing a safe and nurturing environment where children, families, and staff can build resilience, feel safe, and recover.
challengingbehavior.cbcs.usf.edu/docs/Leadership_ReOpening_Guide.pdf

The Gift of Language: A Gumdrop[1]
Each transition gives family members and professionals the opportunity to reflect on and appreciate the unique gifts that each child brings. This brief video uses the words and feelings of children to express the importance of incorporating each child’s “gifts” in any setting. www.coxcampus.org/the-gift/
... See MoreSee Less

The Family Center would like to share the following from Natural Resources:

Making a Smooth Transition
With schools in such an unusual state over the past few months, younger children (in grades preschool–2) may struggle to understand that the last school year ended and that, when they return to school this fall, the settings will have changed. Not only will COVID-19 guidelines bring new procedures, but most children will be entering a different grade, in a different classroom, with a different teacher and classmates, maybe partially or wholly online — all without benefit of the “ending” rituals of the prior year that help ease the transition from one school setting to another. To help families explain the upcoming transitions in ways that make sense, Melissa Butler, founder of the Children’s Innovation Project and the reimaginging project, and Junlei Li, the Saul Zaentz senior lecturer of early childhood education, provide simple strategies that families can start to use now at this website.
https://www.gse.harvard.edu/news/uk/20/07/making-smooth-transition
 
Supporting Transitions: Using Child Development as a Guide
During the course of a child’s life, change is inevitable. Families move, siblings are born, school begins and, consequently, transitions happen. Knowing about children’s development can help us understand how children respond to transition. In addition, when program staff collaborate with families, they can learn how individual children experience change. The suggestions in this resource can help.
https://eclkc.ohs.acf.hhs.gov/publication/supporting-transitions-using-child-development-guide (English)
https://eclkc.ohs.acf.hhs.gov/es/publicacion/apoyo-las-transiciones-uso-del-desarrollo-infantil-como-guia (Spanish)
 
Supporting Smooth Transitions into Kindergarten During the COVID-19 Pandemic
The transition to kindergarten can be a stressful time for students and families even in normal times. And we’re not living in normal times. Communities across the country are being forced to get creative with how to ensure a smooth transition to kindergarten in a time where in-person activities and communication might not be possible. This article offers suggestions for ways in which programs can support an effective process, whether it’s actual or virtual. https://www.newamerica.org/education-policy/edcentral/supporting-smooth-transitions-kindergarten-during-covid-19-pandemic/
 
The Leadership Teams Guide for Re-Opening Programs
This document from the National Center for Pyramid Model Innovations (NCPMI) guides local program leadership teams on considerations for supporting children, families, and staff as they return to the program. It includes well-known Pyramid Model practices and encourages practitioners to think about those strategies from a trauma-informed perspective. This approach can guide programs in providing a safe and nurturing environment where children, families, and staff can build resilience, feel safe, and recover.
https://challengingbehavior.cbcs.usf.edu/docs/Leadership_ReOpening_Guide.pdf
 
The Gift of Language: A Gumdrop[1]
Each transition gives family members and professionals the opportunity to reflect on and appreciate the unique gifts that each child brings. This brief video uses the words and feelings of children to express the importance of incorporating each child’s “gifts” in any setting.  https://www.coxcampus.org/the-gift/

The Family Center would like to share the following event: ... See MoreSee Less

The Family Center would like to share the following event:
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Events Calendar

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Mon 17

Early Childhood Program Closed

August 17 - August 28

What We Do

For Children

Child development is a process that involves learning and mastering skills like sitting, walking, talking, skipping, and tying shoes.

For Youth

Positive youth development services engage young people in intentional, productive, and constructive ways, while recognizing and enhancing their strengths.

For Families

All families should have access to economic and parenting supports to ensure all children have nurturing and stable relationships with caring adults.

Take Action

Every year, Vermont saves $2,131,041 when each of Vermont’s 15 Parent Child Centers prevents:

  • One woman from entering a correctional facility;
  • One teen pregnancy.
  • One child from needing foster care placement; and
  • One mother and child from requiring public assistance.

Help children thrive

3,877 individuals served in Central Vermont from July 1, 2018 – June 30, 2019