More about Primary Project
Young children who have trouble adjusting to school often act out, become aggressive or withdrawn, or have a hard time getting along with peers or adults. Research shows that these problems correlate to adjustment problems later in life. Primary Project, one of the most successful school-based programs for kindergarten through third-grade children, helps detect and prevent these social, emotional, and school-adjustment problems.
There are six core components of Primary Project:
- K to 3rd grade children are the focus
- Early screening detects risk for school adjustment difficulties
- Trained paraprofessionals, called child associates, deliver services to children
- Mental health professionals supervise, train and consult with the paraprofessionals
- Ongoing program evaluation
- Integration into the school environment
Once the systematic screening is done to determine which children will benefit from Primary Project's prevention approach, each child in need is paired with a child associate. Every week, the pair spends 30 to 40 minutes together in a safe and welcoming playroom environment. Expressive play is the primary activity, with the child setting the pace. The child associate participates in the play only when invited by the child and supports and reflects on what the child says and does. This playtime reinforces and builds upon the child's strengths.
Ongoing evaluation of Primary Project provides opportunities for objective feedback about each child. It also provides valuable, concrete data on the effectiveness of a program and helps identify program areas in need of adjustment.
Primary Project began in 1957 in Rochester, New York as an innovative pilot program between the Rochester City School District and the University of Rochester. Today it is in school districts across New York State, and also in California, Connecticut, Delaware, New Jersey, Texas, Hawaii, Illinois, Maine, Michigan and Washington.
Contact Children's Institute for further information.
