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David Hilliard, “Child Development Center”

“Child Development Center”

David Hilliard

from The Black Panther Party: Service to the People Program, 2008. [PDF]

Child Development Center
In the two years since the Child Development Center began, the staff
working with the children have had the unique opportunity of observing
children in their early stages of development in a communal lifestyle and
they have been very conscious of the profound effects it has had on the children’s
development.

Because of the racism that is prevalent in American society, there has been
no previous study of the Black child’s development at what is termed the K pre•
school age and younger. And because communalism is the opposite paragon
of the American family there are no resources to study the development of
children in a communal lifestyle.
We have developed a functional, comprehensive program that is divided
in to two categories: infant stimulation (for children from birth until one year)
and sensorimotor development (one until two and a half years). Along with the
infant stimulation program it was necessary to create our own developmental
schedule. This would give us an accurate evaluation of the child to use as a
guide to cultivate the child’s developmental needs.

Development Schedule
Each child will be formally observed and evaluated, using the developmental
schedule as a guide to determine in what areas development should be
advanced, then an intensive stimulation program geared to each child ‘s
particular need will be conducted. A new evaluation will be made monthly.
The second category is sensorimotor development, which focuses on developing
skills in knowledge of body parts and the interrelation between them;
space and direction; body movement; rhythm; and primary skills.

The development schedule includes:
I. Motor skills
A. gross (sitting up, crawling, clapping hands)
B. fine (picking up small objects with thumb and forefinger, feeding
oneself, changing toys from one hand to the other)
II. Adoptive (problem solving)
A. ability to discriminate his bottle, familiar faces, missing objects
B. make connections between similar objects
III. Verbalization
A. chuckles, coos
B. vocal and social response
C. mono, and polysyllable words
IV. Self-awareness and responsiveness
A. aware of strange situations
B. smiles at mirror image
C. responds to own name
These are just a few of the examples included in the four areas
of development.
Sensorimotor Skills Curriculum

GROUP I
While the children are in this group it will be a transition period for them
instead of following a set lesson plan. They will continue with their individualized
stimulation program while adjusting to the toddlers’ schedule and
activities. When they have adapted to their new environment and are comfortable
in it they will move on to Group II.

GROUP II
I. Sensorimotor skills
A. Learning body parts
1. Parts of the face
1 . Appendages: legs, feet, toes, arms, hands, fingers
B. Space and direction
I . Up and down
2. Here and there
3. Symmetrical activities, left and right
C. Basic body movement
1. Eye and hand coordination
a. Learning to make designs using a variety of media
such as pencils, chalk, pastes, watercolors, finger
paint, molding, and clay
2. Eye and foot coordination
a. learning to walk in given directions
b. Exercises in balance control
D. Rhythm
1. Basic locomotor movement (done to music)
a. Walking fast and slow
h. Taking small and large steps
c. Marching
d. Jumping and hopping
E. Fine muscle development
I . Hand dexterity and muscle control
a. Individual finger strength
b. Finger coordination

GROUP III
I. Sensorimotor skills
A. Learning the interrelation between body parts
B. Space and direction
C. Basic body movement
1. Eye and hand coordination
2. Eye and foot coordi nation
D. Symmetrical activities
E. Rhythm
1. Basic locomotor movement
F. Fine muscle development
II. People’s health
A. Personal hygiene
1. Washing hands
2. Bathing themselves
3. Brushing their teeth

III. Political education
IV. On practice
A. Learning about their clothing and shoes. how to take them off
and put them on
B. Cleaning up after play and work

GROUP IV
Their program will be consistent with that of Group I of the Intercommunal
Youth Institute’s Curriculum. with the major emphasis on:
I. Primary skills
A. Language arts
I. Sound and Sight recognition of the letters of their name
1. Recognition of common shapes: line. circles, triangles,
squares
3. Ability to draw some of these shapes
4. Recognition of common household and farm animals and
plants
5. Recognition of basic colors in the primary group
B. Math
I. Learn to count from one to ten
2. Recognition of numbers one through ten
3. Learning basic denominations of money
II . Physical education
A. Games will be devised that:
I. Promote cooperation among comrades
2. Improve agility and finger dexterity
3. Teach recognition of basic directions: backward, forward. etc.
III. Political education
A. Personal hygiene and how it relates to staying well
IV. Political education
V. On practice
A. Use of the telephone: dialing and speaking
B. Care of clothing
C. Cleaning after play and work
D. Grocery shopping
E. Table setting
F. Making beds

VI. Vocalization
A. Phonics
J. Recognition by sound and sight

TODDLERS’ SCHEDULE AND GROUPING:
7:30 Breakfast
8:15- 9:30 Bathed, dressed, hair combed
9:30- 10:00 Potty time
9:30- 9:40 Group I
9:40-9:50 Group II
10:15-11:00 Class Groups II and 111
OUTSIDE GROUP I
11:15-11:30 Potty time Group I
11 :15- 11:30 Potty time Groups II and III
11:30- 11:00 lunch
11:00-11:15 Potty time all groups
11:30- 1:30 Nap time
1:45-1:00 Potty time all groups
1:00-1:30 Sensorimotor activity
1:45- 3:00 Potty time
3:00- 4:45 Outside
5:00-5:30 Dinner
5:45-6:00 Potty limt’ all groups
6:15- 7;15 Free time and getting ready for bed
7:30 Bedtime

Child Development Center
In the two years since the Chi ld Development Center began, the sta ff
working with the children have had the unique opportunity of observing
ch ildren in thei r early stages of development in a communal lifestyle. and
they have been very conscious of the profound effects it has had on the children’s
development.
Because of the racism that is prevalent in American society, there has been
no previous study of the Black ,hild’s development at what is termed the K pre•
school age~ and younger. And because communalism is the opposite paragon
of the American family. there are no resources to study the development of
children in a communal lifestyle.
We have developed a fun ctional, comprehensive program that is divided
in to two categories: infant stimulation (for child ren from birth until one year)
and sensorimotor development (one until two and a half years). Along with the
infant stimulation program it was necessary to create our own developmental
schedule. This would give us an accu rate evaluation of the child to use as a
guide to cultivate the child’s developmental needs.
Development Schedule
Each child will be formally observed and evaluated, using the de\’l’lopmen tal
schedu le as a guide to determine in what areas development should be
advanced, then an intensive stimulation program geared to each child ‘s par·
ticular need will be conducted. A new evaluation will be made monthly.
The second category is sensorimotor development, which focuses on deyelopi
ng ski lls in knowledge of body paris and the interrelation between them;
space and direction; body movement; rhythm; and primary skills.
56
opynghtoo IT £na
The development schedule includes:
I. Motor skills
A. gross (sitting up, crawling, clapping hands)
B. fine (picking up small objects with thumb and forefinger, feeding
oneself, changing toys from one hand to the other)
II. Adoptive (problem solving)
A. ability to discriminate his boule, fam iliar faces, missing objects
B. make connections bet ween similar objects
III. Verbalizat ion
A. chuckles, coos
B. vocal and social response
C. mono, and polysyllable words
I V. Self-awareness and responsi\’eness
A. aware of strange situat ions
B. smiles at mirror image
C. responds to own name
These are just a few of the examples included in the four areas
of de\·elopment.
Sensorimotor Skills Curriculum
GROUPt
While the children are in this group it will be a transition period for them
instead of following a set leSs<Jn plan. They will continue with their individualized
stimulation program while adjusting to the ~t oddl e rs’ schedule” and
activities. When they have adapted to their new environment and are comfortable
in it they will mo\’e on to Group [[ .
GROUP II
I. Sensorimotor skills
A. Learning body parts
1. Parts of the face
1 . Appendages: legs, feet, toes, arms, hands, fingers
B. Space and direction
I . Up and down
SURVIVAL PENOING REVOLU TION 57
opynghtoo IT £nal
2. Here and there
J. Symmetrical activities, left and right
C. Basic body movement
1. Eye and hand coordination
a. Learning to make designs using a variety of media
such as pencils, chalk, pastes, watercolors, finger
paint, molding, and clay
2. Eye and foot coordinat ion
a. learning to walk in given directions
b. Exercises in balance control
D. Rhythm
1. Basic locomotor movement (done to music)
a. Walking fa st and slow
h. Taking small and large steps
c. “-larching
d. Jumping and hopping
E. Fine muscle development
I . Hand dexterity and mus<:le control
a. Individual Ii nger strength
b. Finger coordination
GROUP III
I. Sensorimotor skills
A. Learning the interrelation between body parts
B. Space and direction
C. Basic body movement
l. Eye and hand coordination
2. Eye and foot coordi nation
D. Symmetrical activities
E. Rhythm
1. Basic locomotor movement
F. Fine muscle development
II. Pwple’s health
A. Personal hygiene
!. Washing hands
2. Bathing thcmse[\’es
) . Brushing their teeth
THE BlACK P,o,NTHER P,o,RTY
opynghtoo IT £nal
Il l. Political education
IV. On practice
A. Learning about their clothing and shoes. how to ta ke them off
and put them on
B. Cleaning up after play and work
GROUP IV
Their program will be consistent with that of Group I of the Intercommunal
Youth Insti tute’s Curriculum. with the major emphasis on:
I. Primary skills
A. Language arts
I. Sound and Sight recognition of the let ters of their name
1. Recognition of common shapes: line. circles, t riangles,
squares
3. Ability to draw some of these shapes
4. Recognition of common household and farm animals and
plants
5. Recogn ition of basic colors in the prima ry group
B. Math
I. Learn to count from ont! to ten
2. Recognition of numbers one through ten
). Learning basic denom inations of money
II . Physical education
A. Games will be devised that:
I. Promote cooperation among comrades
2. Improve agili ty and finger dexterity
). Teach recognition of basic directions: backward, forward. etc.
[1 1. Political education
A. Personal hygiene and how it rdates to staying well
IV. Political education
V. On practice
A. Use of the telephone: dialing and speaking
B. Can’ of clothing
C. Cleaning after play and work
D. Grocery shopping
E. Table setting
F. Making beds
SU RV IVAl PENOING REVOLUTION 59
opynghtoo IT £nal
VI. Vocalization
A. Phonics
J. Recognition by sound and sight
TODDLERS’ SCHEDULE AND GROUPING:
7:30 Breakfast
8:15- 9:30 Bathed, dressed, hair combed
9:30- 10:00 Potty time
9:30- 9:40 Group I
9:40-9:50 Group II
10:15-11:00 Class Groups II and 111
OUTSIDE GROUP I
11:15-11:30 Potty time Group I
11 :15- 11:30 Potty time Groups II and III
11:30- 11:00 lunch
11:00-11:15 Potty time all groups
11:30- 1:30 Nap time
1:45-1:00 Potty time all groups
1:00-1:30 Sensorimotor activity
1:45- 3:00 Potty time
3:00- 4:45 Outside
5:00-5:30 Dinner
5:45-6:00 Potty limt’ all groups
6:15- 7;15 Free time and getting ready for bed
7:30 Bedtime
60 fHE BLACK PANTHER PARTY
opvngnled m nal
Categories: child care, histories
  1. David
    November 14, 2010 at 10:56 am

    Thanks for this! I have been looking for some specific info on the BPP childcare centers!!

    I will be linking to this for sure.

    All others check out my site

    childcareworkers.wordpress.com

  1. September 23, 2010 at 11:08 pm
  2. October 5, 2010 at 7:33 pm
  3. November 14, 2010 at 11:28 am
  4. May 23, 2011 at 12:24 pm
  5. August 13, 2015 at 11:30 am
  6. December 15, 2015 at 7:07 am

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