The programs at Holy Family focus on five major areas of development: social/emotional skills, language skills, cognitive skills, motor skills, and hygiene/self-help skills. A schedule for daily activities and a weekly lesson plan is available for each age group. Activities include academics, special projects, field trips, etc. Each classroom follows a consistent schedule that joins routines such as eating and resting with learning activities. Children develop a variety of skills such as singing, listening, building, sharing, reading, discovering, negotiating, problem­ solving, role playing, counting, and sorting. A quarterly newsletter will be made available to you either by hard copy or electronically to help keep you informed of center activities and news.

The children are grouped by age and developmental level. Expected entrance date into Kindergarten is also considered. Activities and learning expectations are adjusted to the age, maturity, and abilities of the children in the group. The center serves children with special needs by consulting parents, appropriate professional health consultants, and staff members to develop lesson plans (including sufficient staff and equipment) that encourage growth for each individual child.

Transition from classroom to classroom is based on each child’s individual growth, development, and age. Parent consultations promote communication about each child’s readiness to move to the next classroom. Parents are encouraged to visit the new classroom and get to know the teachers prior to the move. Each child will begin visiting their new classroom prior to moving into the group. The visits will be monitored by the Floor Coordinators and adjustments made according to the child’s needs. The process of transition from one class to another may be difficult and/or exciting for children and parents. The Holy Family staff works to make a smooth transition for everyone involved.


The infant program is for children between the ages of 6 weeks and 12 months. The program follows your child’s established schedule. Each baby has his/her own crib, eats in a high chair, enjoys floor time, and has outdoor time in a stroller. Stories are read and music is played for their listening enjoyment.

Wobblers & Toddlers

This program is for children 12 months to 24 months. The children have floor play, eat at the table or in low-high chairs, sit on chairs, sleep on low cots, have art experiences, hear stories, sing and dance, and enjoy outdoor playground activities.

Two-year-old Classes

This class is for children 24 to 36 months of age. Children will work on potty training (when prompted by the child and his/her parents), group listening skills, art, large and small muscle development, verbal communication, emotional and physical growth, and outdoor playground activities. A “Nature Walk” holding on to a walking rope on a beautiful day is a special treat.

Preschool Care

Children age three and four (two years prior to entering Kindergarten) are in classrooms on the second floor of the facility. Primary interest is in fostering self help skills and to support them in developing healthy, caring relationships with peers, teachers, and family. The children will be encouraged to be independent by developing good hygiene and toileting skills. A preschool program is conducted each day from 9:00am to 3:00pm with emphasis on activity centers such as dramatic play, writing, blocks, math, science, music, sand and water. An after-lunch rest period, snack, and choice of play round out the day. Progress reports are given daily and parent teacher conferences are offered twice a year.

Pre-Kindergarten Class

This class is for children who will enter Kindergarten within one year. A variety of experiences will be offered by a teacher who is certified by the state of West Virginia in pre-Kindergarten and Elementary Education with the goal of supporting each child to reach the outcomes of the West Virginia Early Learning Standards. A more structured program is followed and progress reports are given daily.

Parent teacher conferences are offered twice each year. Parents may also access daily reports for their child on-line at Creative A graduation celebration is held at the end of the school year. Holy Family is now joined in a collaborative effort with the Ohio County School System in providing these services to the children. If you are interested in enrolling your child in this program, you will be required to complete all documentation required by Holy Family as well as documentation for the Ohio County School Systems.

Conscious Discipline

Conscious Discipline is an approach to social-emotional learning and behavior management that is primarily used in educational settings, although its principles can also be applied in other contexts such as families and communities. It was developed by Dr. Becky Bailey, an educator and developmental psychologist. Conscious Discipline is designed to help individuals, especially children, develop self-regulation, emotional intelligence, and positive interpersonal skills.

Key components of Conscious Discipline include:

The approach emphasizes the importance of adults modeling self-control and emotional regulation for children. It teaches adults how to remain calm and  composed in challenging situations, which in turn helps children learn these skills through observation and practice.

Conscious Discipline places a strong focus on helping individuals, including children, recognize and understand their own emotions and the emotions of others. It encourages empathy and effective communication to resolve conflicts and build positive relationships.

Instead of relying on punitive measures or punishment, Conscious Discipline promotes the use of positive discipline techniques that teach children appropriate behaviors and problem-solving skills. It encourages educators and parents to address misbehavior with empathy and teachable moments.

The program is rooted in an understanding of brain development and how emotions impact learning and behavior. It offers strategies to help individuals regulate their emotions and make better choices by engaging the prefrontal cortex, the part of the brain responsible for decision-making and impulse control.

Conscious Discipline emphasizes the importance of building strong connections between adults and children. It encourages caregivers, educators, and parents to establish a safe and supportive environment where children feel valued and loved.

The approach teaches individuals, especially children, how to identify problems, express their needs and feelings, and work together to find solutions. It promotes problem-solving skills and healthy conflict resolution techniques.