200 Kansas St
San Francisco, CA 94103
(415) 863-2533
Hours of Operation The Center’s hours are from 7:30 to 4:30, Monday through Friday. Hours of attendance are individually assigned to each family based upon families eligibility & need. Service Profile FDC uses the “primary caregiver model” and each child is assigned to one teacher in each classroom. The primary languages of classroom staff are English, Spanish, Chinese and Tagalog. A ratio of 1 to 3 is maintained for children under 18 months; 1 to 4 for children 18-36 months; and 1 to 8 for three- five year olds. There is a large Gross Motor Room and a safety compliant outdoor playground for the children. Eligibility for FDC’s State Subsidized child care and developmental services: 1. Child Protective Services, (children receiving protective services through the local child welfare department (DSS), as well as children identified by a legal, medical, social service agency or emergency shelter as abused, neglected, exploited, or at risk of abuse, neglect or exploitation.) 2. Teen parent in Hilltop High School, or any other high school. 2nd Tier- CCSF-SFSU, Training Student (TAPP Client) 3. Family is a public assistance recipient 3. Family is income eligible. 1. Homelessness/ Incapacity FDC staffs the classrooms based on the Community Care Licensing and the California Department of Education regulations. The ratio in each classroom is: • Infants Birth- 18 months 1: 3 The Rainbow Room • Toddlers 18- 36 months 1: 4 The Little Bear Room The Star Room The Butterflies Room The Starfish Room The Sunshine Room • Pre-School 36- 60 months 1: 8 The Bumble Bees Room The Blue Birds Room PLAY- BASED CURRICULUM FDC’s curriculum is play-based and is designed to integrate principles from multiple disciplines. Teachers focus on developmentally appropriate activities based on children’s age and interest. Adaptations are made in order to meet the individual needs of children including those with indentified special needs. We focus on providing activities that encourage Social, Emotional, Physical and Cognitive development. The classrooms are structured to support children's learning through hands-on experiences of toys and materials, small/large group play, and individual exploration. All learning: Social, emotional, fine /gross motor and cognitive is accelerated when experiences are repetitive, consistent, predictable, nurturing and fun. We provide opportunities for play-based learning activities through: Blocks and Manipulative toys Art & Science Music and Movement & Relaxation Imaginative/Dramatic play Water and Sand play Books and Reading Group times Gross Motor- Outdoor activities Our goal is to encourage each child's natural curiosity and interest in learning. We feel it is important for children to actively participate in the learning process, and therefore provide many opportunities for hands on learning, for both indirect and direct acquisition of new knowledge and skills. FDC’s Infant Curriculum- Birth- 18 months: In the Infant classroom staff follow each child's individual schedule so that curriculum and schedules happen naturally and differently each day. Activities are based on the child’s interests and abilities. • Teachers focus on establishing relationships with the Infants and supporting them to feel safe and comfortable. • We do not establish a structured schedule; instead our teachers follow the children’s individual schedules to meet their basic needs and support their development in all areas • An individualized learning program according to the needs & interest of the infant FDC’s Toddler Curriculum- 18- 30 months: Children are encouraged to develop and become confident with their newly discovered independence as they explore their environment. As Teachers meet the basic needs of children, they also support children to develop & use self-help skills. At this age, routines and limits are essential to help children predict the events that will occur during the day as well as determine their boundaries. FDC’s Preschool Curriculum 24- 60 months: The focus in our Preschool classrooms is to provide a curriculum that prepares children for a lifetime of learning by introduce them to focused interest centers that encompass a wide range of activities. Basic developmentally appropriate concepts of math, language, reading, social and physical skills through creative, interactive activities are formally emphasized. We continue to support children as they further develop their self-esteem and independence skills.
Infant-Parent PsychotherapyThe initial focus and a central direction of the Infant-Parent Program involves clinical work with children birth through three years of age and their parents. The program provides intensive clinical assessments of infants, toddlers, and parents, and psychotherapy aimed at ameliorating difficulties in the parent-child relationship and the child’s functioning. These difficulties may clearly originate in the parent, as in the case of a chronically mentally ill woman who finds herself responsible for the care of an infant. They may originate in the child, as in the case of an autistic spectrum child. Or –as is most commonly the case – difficulty may arise as a result of troubles between the two of them, such as with an infant who has special vulnerabilities as a consequence of substance exposure in utero and a parent who has limited capacities and tolerance stemming from struggles with chemical dependency. The disturbances in infants and toddlers include failure-to-thrive, reactive attachment disorder, post-traumatic stress disorder, and pervasive developmental disorder; while the parents’ diagnoses include schizophrenia, bipolar disorder, major depression, multiple personality disorder, post-traumatic stress disorder, and a variety of personality disorders. These clients typically have very great difficulty functioning as parents, particularly in understanding their children’s feelings and needs and in responding appropriately to these. Family chaos and disruption are frequent, and 1/3 of the current caseload has experienced the removal of children for abuse or neglect. Referrals come from pediatric providers, public heath nurses, social workers in obstetric and pediatric settings, workers in special education and childcare programs, social workers in the Department of Human Services, residential treatment programs, and mental health workers from several disciplines. The work is supported financially by San Francisco Community Behavioral Health Services, San Francisco Department of Human Services, foundation grants and private donations. Each year the program serves more than 100 families of many cultures and ethnicities, responding especially to those families seen to be the most vulnerable to health and mental health difficulties, child abuse and neglect and family dissolution. Treatment is provided in the home to gain a better understanding of the child’s daily circumstances and to be available to those most in need. Several specific psychotherapeutic approaches have been developed for this work– used in flexible combination depending upon the particular child-parent difficulties. Underlying all our efforts, however, is an understanding that the relationship created between therapist and parent isa powerful force in helping the parent experience and enact new possibilities in interaction. The therapist’s unswervingly conveyed awareness, understanding of, and responsiveness to the parent’s feelings can over time promote crucial changes. Additional particular approaches figure in infant-parent therapy, as well. The therapist explores ways in which hurtful experiences in the parent’s past have colored what she expects of her child and how she understands him. The therapist’s task is to help free the child from these distorted perceptions so that the child’s own feelings and needs can be seen by the parent more clearly and responded to more successfully. Often, additional information about children’s typical development is needed for parents to more fully understand their child. The infant-parent therapist can offer help about what to expect of small children and can discuss appropriate ways torespond which feel comfortable to the parents. The work is always shaped by each family’s need, and it continues for as long as parent and therapist feel it to be useful. Originating at the Infant-Parent Program, relationship –focused, dyadic treatment is now recognized as the evidence-based best practice for mental health intervention with troubled infants and toddlers. Expanded to include preschoolers who have experienced trauma due to domestic violence the treatment modality is now referred to as child-parent psychotherapy.
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