Annual Conference

The Parent-Child Home Program National Center sponsors an Annual Conference which takes place in the spring. The two-day conference features workshops for both site coordinators and early learning specialists, and is designed to provide professional development for PCHP staff. Site coordinators (and, if possible, early learning specialists) are strongly encouraged to attend. Many of the workshops cover topics of interest to anyone working in the early childhood or home visiting field, and is open to all of those who are interested.

 

The 2019 Conference will be held from May 1-2 at the 

Long Island Marriott in Uniondale, NY.

 

2019 Annual Conference Keynote Speakers

 

Lori Roggman

Lori Roggman, Ph.D., Professor of Human Development, Utah State University

“Strategies to Promote Resilience: Reflections on Home Visiting”

 

Dr. Roggman is the lead author of the book, Developmental Parenting, as well as two assessments, the Parenting Interactions with Children Checklist of Observations Linked to Outcomes (PICCOLO) and the Home Visit Ratings Scales (HOVRS). Her research focuses on how parents can support their children’s early development and how home visiting practices can promote developmental parenting.

 
Timothy HathawayTimothy Hathaway, Executive Director, Prevent Abuse New York

Presenting the film: “Resilience: The Biology of Stress and Science of Hope”

 

At PCANY, Mr. Hathaway focuses on initiatives to enhance programs to build strong families and increase the use of Protective Factors to help prevent child maltreatment. He will be presenting the film “Resilience: The Biology of Stress and Science of Hope” followed by a facilitated discussion. The film, directed by James Redford, chronicles the birth of a new movement to use cutting-edge brain science to disrupt cycles of violence, addiction, and disease. Please click here to watch a trailer for the film.

 

Important Documents 

Registration Form
 

Follow-Up Training Registration
 

Hotel Schedule and Travel Info
 

Call for Proposals  
 

Call for Proposals Cover Page 
 

Scholarship Application

  
   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

Education Dive, 2/13/19   The ‘transformative power’ of reaching children before kindergarten
12/23/2016


 

Mothers dropping off their children at one of Public Prep’s elementary campuses — in either the Bronx, New York, or the Lower East Side of Manhattan — often have a much younger child with them in a stroller or carriage.

It’s a scene that would often leave Ian Rowe, CEO of the five-school network of single-sex charters, wondering what his schools — and the K-12 system in general — could do to better prevent some of the developmental and other delays seen in the schools’ pre-K and kindergarten students.

“There are large numbers of very young single mothers raising very young children,” Rowe said last week at a panel discussion hosted by the American Enterprise Institute (AEI) in Washington. “I was constantly thinking, how could we reach that toddler, who is still three years away from our Girls Prep or Boys Prep school?”

Then he discovered the Parent-Child Home Program (PCHP), a 50-year-old home-visiting program in which trained “early-learning specialists” conduct twice-weekly, 30-minute home visits to low-income families over a two-year period, beginning when the child is 18 months old. Each week, the families receive a book or an educational toy, and the specialists focus on modeling interaction with the child.

A year ago, the charter network launched a pilot with 30 families in which the program is delivered to younger siblings of current Public Prep students. And plans are underway to expand the partnership, Rowe said.

“There is a transformative power in reaching families before their children enter a classroom,” Sarah Walzer, CEO of PCHP, said during the event. While Public Prep won’t know for a few years how the visits benefit this particular group of children, Walzer presented data on both short- and long-term outcomes of the program. These include being 50% more likely to be considered ready for kindergarten, 30% more likely to graduate from high school, and 50% less likely to be identified for an Individualized Education Program.

 
Please click here to read the full article on Education Dive.